The purpose of this paper is to investigate how active and experiential learning and continuous feedback are used to improve student learning using a project based on assignments for graduate students in an auditing analytics course. To approximate the real-world setting, students undertake the role of auditors in evaluating new clients or retaining existing ones.
A structured team-based learning approach was implemented to enhance student achievement in financial statement analysis and corporate performance evaluation. Four interconnected assignments promoted collaboration and iterative learning, with continuous feedback on the first three assignments guiding improvements for the final submission. Data from an advanced auditing course (2021–2024) was analyzed using descriptive statistics and ordinal regression.
The results of this study show active and experiential learning approaches with continuous feedback improve students’ performance and align with workplace, accounting and auditing professional needs.
The assignments presented can serve as a framework for aligning auditing deliverables with the standards of accounting professional associations and the evolving demands of the job market. Additionally, they offer a valuable reference for future research on auditing analytics courses, contributing to curriculum development and the advancement of auditing education.
Based on active learning theory, this study highlights the transformative impact of continuous feedback as an experiential learning strategy, demonstrating its effectiveness in enhancing student achievement and preparing them with the practical skills needed to succeed in entry-level management roles in today’s competitive marketplace.
