An Empirical Test of Mnemonic Devices to Improve Learning in Elementary Accounting

Autor/in	Laing, Gregory Kenneth
Titel	An Empirical Test of Mnemonic Devices to Improve Learning in Elementary Accounting
Quelle	In: Journal of Education for Business, 85 (2010) 6, S.349-358 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
Schlagwörter	Business Administration Education; Mnemonics; Accounting; Introductory Courses; Learning Strategies; Teaching Methods; Pretests Posttests; College Instruction + Suchen Sie Ihr Suchwort? Mnemotechnik; Abrechnung; Buchführung; Buchhaltung; Einführungskurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre
Abstract	The author empirically examined the use of mnemonic devices to enhance learning in first-year accounting at university. The experiment was conducted on three groups using learning strategy application as between participant's factors. The means of the scores from pre- and posttests were analyzed using the student "t" test. No significant difference was found between the groups for the pretest; however, both treatment groups performed significantly better in the posttest than did the control group. The findings support the literature that mnemonic devices can accelerate the rate at which new information is acquired and improve formal reasoning. A model is introduced for assessing the characteristics which affect memory recall. (Contains 2 notes, 7 tables, and 11 figures.) (As Provided).
Anmerkungen	Heldref Publications. 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10