The Relationship between Gender and Cold-calling to Increase Voluntary Student Participation in the Accounting Classroo

While previous research has shown results supporting the use of cold-calling (calling on a student whose hand is not raised) to increase voluntary student participation in the accounting classroom, it was previously unclear how this pedagogical tool may generate results across genders. Research was done in order to determine any differences in voluntary response rates between genders from the use of cold-calling, as well as to determine any differences in students' comfort level with class participation between genders as a result of cold-calling. The ability to understand any potential gender response differences when using cold-calling in an effort to increase voluntary participation has implications for students preparing for a career in accounting, the accounting firms seeking to employ them, and the faculty which instruct them. This study determined the extent to which cold-calling techniques increased voluntary student participation in accounting class discussions across genders but also determined how cold-calling affected students' comfort level with their participation across genders. The quantitative, between-subjects study design used students enrolled in eight separate upper-level accounting courses, for one semester, at a small, private university in the southeastern United States. Four courses served as the treatment or intervention courses, where cold-calling was used, and four courses served as control courses, where cold-calling was not employed. All eight courses had an initial survey of student attitudes regarding voluntary class participation and a pre-intervention class discussion at which an unbiased observer was present to record the incidences of voluntary participation by student gender. Cold-calling was then introduced to the treatment classes only. Towards the end of the semester, all students took a second survey regarding their level of voluntary class participation and their attitudes related to voluntary class participation. There was also a second, scheduled class discussion where the observer recorded the incidences of voluntary participation by gender. The findings showed a significant relationship between the use of cold-calling and increased voluntary participation in class discussions as measured by observations of participation in class discussions of treatment groups and control groups. The findings further demonstrated a significant difference in voluntary participation response rates between males and females who had all received the cold-calling intervention. The findings further indicate females demonstrate a positive and significant response to cold-calling, which has implications for the accounting classroom and the accounting profession. The results demonstrated a statistically significant increased level of comfort with participation for females after cold-calling, but males did not respond as expected in terms of comfort level with voluntary participation following the cold-calling intervention. The results indicate no significant difference in comfort level with voluntary participation following the intervention of cold-calling when measured for cold-called males and females. Future study is recommended to determine if there is a relationship between cold-calling and increased learning as manifested in higher grades or exam scores.