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The Effect Of Teaching Methods On Examination Performance And Attitudes In An Introductory Financial Accounting Course, Joseph Marcheggiani, Karel A. Updyke, James F. Sander
The Effect Of Teaching Methods On Examination Performance And Attitudes In An Introductory Financial Accounting Course, Joseph Marcheggiani, Karel A. Updyke, James F. Sander
James F. Sander
This article describes a study in which a group-Socratic teaching method and an interactive lecture style were compared for their effect on students' examination performance in an introductory financial accounting course. The effect of teaching method on students' attitudes toward the accounting profession and the course was also analyzed. An ANOVA design was used to test for differences between experimental and control groups of undergraduate students. The results provide no evidence that either method of instruction results in significantly higher scores on examinations; nor was there any statistically significant difference in attitudes toward the accounting profession or the course.
How Groups Produce Higher-Quality Balanced Scorecards Than Individuals, S. B. Hughes, Craig B. Caldwell, Kathy A. Paulson Gjerde, Pam Rouse
How Groups Produce Higher-Quality Balanced Scorecards Than Individuals, S. B. Hughes, Craig B. Caldwell, Kathy A. Paulson Gjerde, Pam Rouse
Pamela J. Rouse
Many articles explain how to develop a balanced score card using groups, but the literature provides little insight about why groups are important. We gathered data from 12 groups involved in developing balanced score cards to determine how they use information suggested by their members. We found that the groups "filter" individual members' poor ideas and "carry through" their worthy ideas to the group score card--although not all poor ideas are filtered and not all good ideas are carried forward. We also found some evidence that groups create innovative ideas but to a lesser extent than filtering and carrying through …
Assessing Higher-Level Thinking Skills, Federation Schools Of Accountancy Accounting Pedagogical Resource Series, C. Johnson, C. Baril, Sakthi Mahenthiran, M. Sarhan, G. Weinstein
Assessing Higher-Level Thinking Skills, Federation Schools Of Accountancy Accounting Pedagogical Resource Series, C. Johnson, C. Baril, Sakthi Mahenthiran, M. Sarhan, G. Weinstein
Sakthi Mahenthiran
This resource catalog is one of a series prepared for the Pedagogical Resources Committee of the Federation of Schools of Accountancy. The aim of the resource catalog series is to provide background information for instructors interested in enhancing classroom pedagogy. Each resource catalog focuses on a single pedagogical issue or approach. The catalogs are authored by educators who are familiar with the issue or approach in both their classroom efforts and research writings.
The Effect Of Teaching Methods On Examination Performance And Attitudes In An Introductory Financial Accounting Course, Joseph Marcheggiani, Karel A. Updyke, James F. Sander
The Effect Of Teaching Methods On Examination Performance And Attitudes In An Introductory Financial Accounting Course, Joseph Marcheggiani, Karel A. Updyke, James F. Sander
Karel A. Updyke
This article describes a study in which a group-Socratic teaching method and an interactive lecture style were compared for their effect on students' examination performance in an introductory financial accounting course. The effect of teaching method on students' attitudes toward the accounting profession and the course was also analyzed. An ANOVA design was used to test for differences between experimental and control groups of undergraduate students. The results provide no evidence that either method of instruction results in significantly higher scores on examinations; nor was there any statistically significant difference in attitudes toward the accounting profession or the course.