Student Preferences for Instructional Methods in an Accounting Curriculum

Autor/in	Abeysekera, Indra
Titel	Student Preferences for Instructional Methods in an Accounting Curriculum
Quelle	In: International Journal of Teaching and Learning in Higher Education, 27 (2015) 3, S.310-319 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Student Attitudes; Foreign Countries; Teaching Methods; Accounting; Preferences; Case Studies; Law Related Education; Higher Education; Undergraduate Students; Predictor Variables; Student Participation; Questionnaires; Multivariate Analysis; Teacher Student Relationship; Mathematics; Sri Lanka + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Abrechnung; Buchführung; Buchhaltung; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prädiktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fragebogen; Multivariate Analyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematik; Ceylon
Abstract	Student preferences among instructional methods are largely unexplored across the accounting curriculum. The algorithmic rigor of courses and the societal culture can influence these preferences. This study explored students' preferences of instructional methods for learning in six courses of the accounting curriculum that differ in algorithmic pedagogy. One hundred and thirty-nine accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students' preferences of traditional, interactive, and case-study-based group instructional methods. Students least preferred the traditional instructional method across all courses. Students most preferred the interactive instructional method in high algorithmic courses. In the two low algorithmic courses, students most preferred the case-study-based group instructional method in the management course and the interactive and case-study-based group instructional methods in the business law course. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01