Comparing Performance during Three Managerial Accounting Simulation Schedules

Abstract

This study extends a previous study which showed that simulation administrators and the academic preparation of participants had no significant effect on simulation performance. This research shows that the scheduling, time intervals, or intervening education had no significant effect on simulation performance. Seventy undergraduate students of cost accounting performed the V.K. Gadget Company Managerial Accounting simulation during three different class schedules and did not perform significantly different. The scheduling problem was extended to planning an optimal schedule for an Industrial training setting which may be reported at the ABSEL conference in April, 1979.