A Qualitative Study on Memory Aid Kit (MAK) in Enhancing Students’ Comprehension of Accounting Theories

Abdullah, Sharifah Lailee Syed; Rodzi, Nor Kartini Mohd; Shaffee, Nor Syafinaz; Arus, Junaini; Rahim, Maisarah Abd; Rahman, Norhan Abd

doi:10.1007/978-981-10-8730-1_42

Cited by 2 publications

(3 citation statements)

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“…16, Issue 1 (Feb) 2021 needed to answer comprehension questions. Students who have a problem in remembering the concept will benefit from mnemonic training (Mastropieri et al, 1985;Syed Abdullah et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The challenging point in their studies is when they are moving to the intermediate level after completing an introductory level in financial reporting courses. Discussion on statutory regulation, conceptual framework, and financial reporting standards are covered more comprehensively at the intermediate level (Syed Abdullah et al, 2019). Consequently, accounting students should equip themselves with analytical thinking skills and well-developed problem-solving ability.…”

Section: Introductionmentioning

confidence: 99%

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Mnemonics: An Alternative Memory Enhancement Technique in Teaching Accounting Theories

Rodzi¹,

Rahman²,

Naiimi³

et al. 2021

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It is a belief that mnemonic will increase students’ understanding and thus, foster their academic performance. This study investigated the effectiveness of using mnemonics in teaching accounting theories for an intermediate financial accounting course. A sample of 96 accounting students enrolling the financial reporting course was chosen to take part in this study. The selected students were separated into 2 groups: M1 was with mnemonic training and M0 was without mnemonic training. The findings revealed that mnemonic is an effective technique in teaching accounting theories and enhancing student's ability to envisage and remember accounting concepts and theories. This is reinforced from finding that the average score index for students with mnemonic training was 4.985 higher than those without mnemonic training. In addition, the p-value for the dummy variable mnemonic training (p=.000) was very significant, suggesting that there was statistical evidence of a difference in average score index between the students with a mnemonic and no mnemonic training.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mnemonics: An Alternative Memory Enhancement Technique in Teaching Accounting Theories

Rodzi¹,

Rahman²,

Naiimi³

et al. 2021

Self Cite

View full text Add to dashboard Cite

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“…In addition, the symbol of bicycle was embedded as a mnemonic approach in a way to have a better understanding of the classification of accounts by referring to the two wheels of the bicycle that are in line with the dual aspect of bookkeeping. The previous studies indicate the use of mnemonic technique in accounting education to motivate students to learn (Toney-Mc Lin, 2002), to remember and recall information related to accounting double entry (Abd Rahim, 2018), to improve students reasoning skill (Laing, 2010) and to enhance teaching technique in accounting theories (Mohd Rodzi et al, 2021) and learning technique in accounting theories (Syed Abdullah et. al., 2019).…”

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confidence: 99%

Preliminary Study on Educational Game-based Learning Approach in Financial Accounting Course: Bicycle Accounting Classification Game

Rahim¹

2021

revistageintec

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The study has designed an educational game-based learning through the introduction of an interactive game called “bicycle accounting classification game”. The game was created to stimulate interest in learning basic financial accounting courses that are normally portrayed as a serious subject. The bicycle accounting classification game tool kit has been developed as a learning and teaching aid to enable students to collaborate and engage in the financial accounting course. The main purpose of the study is to identify the effectiveness of the tool as a mechanism to enhance students’ learning motivation investigated through individual psychological needs of autonomy, competence and relatedness in a financial accounting course. The sampling was implemented to 4 accounting lecturers and one computer science lecturer in a small group tryout and 30 non accounting students in field tryout. Questionnaires were used for data collection and analyzed using quantitative methods. From the experimental results, it is discovered that the bicycle accounting classification game has contributed to the positive learning motivation, in terms of promoting their learning participation and improving their learning excitement and understanding in the financial accounting course given that knowledge organizing, and sharing is embedded in the collaborative gaming environment.

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A Qualitative Study on Memory Aid Kit (MAK) in Enhancing Students’ Comprehension of Accounting Theories

Cited by 2 publications

References 1 publication

Mnemonics: An Alternative Memory Enhancement Technique in Teaching Accounting Theories

Mnemonics: An Alternative Memory Enhancement Technique in Teaching Accounting Theories

Preliminary Study on Educational Game-based Learning Approach in Financial Accounting Course: Bicycle Accounting Classification Game

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