Toward Data-Driven Instruction in the First Course in Accounting

Autor/in	Simms, Kathryn
Titel	Toward Data-Driven Instruction in the First Course in Accounting
Quelle	In: Journal of Instructional Pedagogies, 25 (2021), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5324
Schlagwörter	Data Use; Decision Making; Introductory Courses; Accounting; Correlation; Outcomes of Education; Grade Point Average; Academic Persistence; Attendance; Study Habits; Study Skills; College Students; Public Colleges; Learning Strategies; Measures (Individuals); Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Einführungskurs; Abrechnung; Buchführung; Buchhaltung; Korrelation; Lernleistung; Schulerfolg; Anwesenheit; Study behavior; Study behaviour; Studienverhalten; Studientechnik; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten
Abstract	This study takes a step toward using data-driven instruction (i.e., using data to guide instructional choices) in the accounting classroom: Evaluating which students are most likely to struggle in the first course of accounting. More specifically, it evaluates the correlations between four constructs (i.e., academic background, grit, attendance, and study habits, skills, and attitudes [SHSA]) and course learning outcomes. Each construct was associated with learning outcomes in the context of this study. However, both prior semester cumulative Grade Point Average (GPA), a measure of average grades earned in college, and SHSA appear to offer the most promise for instructional intervention at the institution under study. Caveats for using correlational findings with significant, but imperfect associations with learning outcomes are provided. Using this study as a flexible blueprint tailored for other contextual settings is also described. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01