The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

  1. María José Martínez Romero
  2. Alba María Priego de la Cruz
  3. Cristina Ferrer García
  4. Mª Pilar Casado Belmonte
Revista de contabilidad = Spanish accounting review: [RC-SAR]

ISSN: 1138-4891

Year of publication: 2021

Volume: 24

Issue: 2

Pages: 153-167

Type: Article

DOI: 10.6018/RCSAR.359561 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista de contabilidad = Spanish accounting review: [RC-SAR]


Cited by

  • Scopus Cited by: 1 (07-11-2023)
  • Dialnet Métricas Cited by: 2 (03-12-2023)
  • Web of Science Cited by: 2 (19-10-2023)
  • Dimensions Cited by: 2 (09-03-2023)

JCR (Journal Impact Factor)

  • Year 2021
  • Journal Impact Factor: 2.342
  • Journal Impact Factor without self cites: 2.237
  • Article influence score: 0.333
  • Best Quartile: Q3
  • Area: BUSINESS, FINANCE Quartile: Q3 Rank in area: 66/111 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.411
  • Best Quartile: Q3
  • Area: Accounting Quartile: Q3 Rank in area: 88/170

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 1.620
  • Field: ECONOMÍA Quartile: C1 Rank in field: 6/164


  • Social Sciences: A

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 3.6
  • Area: Accounting Percentile: 76

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.86
  • Best Quartile: Q2
  • Area: BUSINESS, FINANCE Quartile: Q2 Rank in area: 74/221


(Data updated as of 09-03-2023)
  • Total citations: 2
  • Recent citations: 2
  • Field Citation Ratio (FCR): 3.99


This paper analyses the implementation of cooperative learning techniques in accounting subjects to investigate whether students’ willingness to work in groups, based on their perceptions regarding this learning technique arising from previous group working experiences, are related to their academic performance. The findings reveal that students’ perceptions regarding their improved skills due to having worked in groups are positively and significantly related to their academic performance; meanwhile students’ perceptions of having learnt from others are negatively and significantly related to their academic performance. Therefore, this study extends the existing literature on cooperative learning and students’ academic performance by considering students’ attitudes toward working in groups resulting from their prior experiences.

Funding information

This research has received funding from the following Educational Innovation Projects:


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