Drivers of Teaching Effectiveness: Views from Accounting Educator Exemplars in Australia

Wygal, Donald E.; Watty, Kim; Stout, David E.

doi:10.1080/09639284.2014.930692

Cited by 22 publications

(17 citation statements)

References 29 publications

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“…This is supported by a recent study Wygal, Watty and Stout (2014) which noted insufficient improvement in the effectiveness of accounting education instruction. It is clear, through teachercentric instruction, that accounting students are experiencing inadequate accounting education today.…”

Section: Literature Reviewsupporting

confidence: 71%

“…Biggs (1979Biggs ( , 1989Biggs ( , 1999Biggs ( and 2012 extensive studies of student learning realised that meaning cannot be conveyed through the mere transfer of information in a lecture, but is shaped by the students own involvement in learning. While researchers have highlighted the benefits of students working together in the classroom it appears that few accounting educators have changed their teaching methods from the lecture model (Palm & Bisman, 2010;Wygal et al, 2014). Interteaching is adapted from behavioural theories in respect to the classroom and may remedy the short-comings of the lecture model.…”

Section: The Lecture Modelmentioning

confidence: 99%

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Inter-teaching: Improving the Academic Performance of Auditing Students in Vietnam

2016

AABFJ

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The aim of this study is to investigate the effectiveness of inter-teaching; a student engagement pedagogy associated with behavioural and engagement theories and designed to engage students in their own learning. This methodology was introduced as a response to create a more positive outcome for students studying an auditing course who have historically experienced difficulties with successfully completing the subject. Interteaching was implemented and its effectiveness measured by comparing the final exam grade distributions from inter-teaching and the lecture tutorial teaching methods. Using a quantitative research methodology, students fail grade distributions were significantly lower in the inter-teaching semesters compared to previous semesters where the instructional method of teaching was the lecture model. The results suggested that interteaching may be a more effective method of teaching, resulting in an improved academic performance in the auditing course. It is expected that this study will contribute towards the effectiveness of student learning, an improvement in pass rates, and overall greater student satisfaction in advanced accounting courses. KeywordsInter AbstractThe aim of this study is to investigate the effectiveness of inter-teaching; a student engagement pedagogy associated with behavioural and engagement theories and designed to engage students in their own learning. This methodology was introduced as a response to create a more positive outcome for students studying an auditing course who have historically experienced difficulties with successfully completing the subject. Inter-teaching was implemented and its effectiveness measured by comparing the final exam grade distributions from inter-teaching and the lecture tutorial teaching methods. Using a quantitative research methodology, students fail grade distributions were significantly lower in the inter-teaching semesters compared to previous semesters where the instructional method of teaching was the lecture model. The results suggested that inter-teaching may be a more effective method of teaching, resulting in an improved academic performance in the auditing course. It is expected that this study will contribute towards the effectiveness of student learning, an improvement in pass rates, and overall greater student satisfaction in advanced accounting courses. JEL Classification: M40

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Section: Literature Reviewsupporting

confidence: 71%

Section: The Lecture Modelmentioning

confidence: 99%

Inter-teaching: Improving the Academic Performance of Auditing Students in Vietnam

2016

AABFJ

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“…The underlying strength of inter-teaching in the classroom is the cognitive improvement of each student, as demonstrated through their superior grade performance. Findings indicate that accounting education should move towards inter-teaching, yet, there appears little impetus from within academia to adopt and implement research findings concerning pedagogical improvements (Wygal et al, 2014;O'Connell et al, 2015). Wygal et al (2014) noted that the accounting fraternity has actively promoted teaching and curriculum reform; however, they found little evidence of implementing teaching effectiveness in the student learning space.…”

Section: Discussionmentioning

confidence: 99%

“…They maintained that the pedagogical problems with accounting education reported several decades ago "still exist and, in some cases, they have been exacerbated" (de Lange & Watty, 2011, p. 626). In an Australian study by Wygal, Watty, and Stout, (2014), they reported that "there is little direct evidence from the field of accounting education, available to-date, regarding such characteristics or antecedents of teaching effectiveness in the student learning environment" (p. 325). O'Connell et al (2015) pointed out that academics were questioning the quality of teaching professional skills.…”

Section: Overview Of Deficiencies In Accounting Educationmentioning

confidence: 99%

The effectiveness of inter-teaching: Some international evidence

Wheaton¹,

O’Connell

Merola

2019

JALT

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This study compares final grade results across two different cohorts of accounting students (one using a traditional lecture model and the other inter-teaching -an innovative pedagogy). Boyce and Hineline (2002) designed inter-teaching to engage students in their learning and enhance their academic performance. Accounting courses historically have had a record of high failure rates at an offshore campus of an Australian University, in Vietnam. Final grade comparisons were made between students exposed to inter-teaching and those taught under a traditional lecture-tutorial model. The treatments and participants were independent of each other; however, the course material, assessment and instructor, for both teaching methods, were the same. Both teaching methods were measured for impact in relation to academic performance effectiveness and compared for any differences. The students exposed to interteaching performed statistically significantly better than those taught under the traditional model. The findings suggest that inter-teaching is an important tool to encourage the development and improvement of student learning performance, increases student accountability for their learning and advances academic performance in accounting courses.

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“…Although, some participants responded that universities are not the only source of development but tendency of replies indicated that institutions have the major responsibility for the professional development of graduates. Analyzing the drivers of professional effectiveness specially for accounting teachers, Wygal et al ( 2014) found that commitment to work, focus of students and academics, communication skills, lecture preparation and the expertise to link the subject with practical environment are the important determinants of professional effectiveness in Australia.…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

Continuing Professional Development and Accounting Academics: A Literature Review

Draz

Ahmad

2017

IJLD

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Continuing professional development (CPD) plays an important role in maintaining professional competency of the accounting academics. The main aim of undertaking CPD is to acquire new technical knowledge pertaining to a certain profession. This study intends to investigate the existing literature on CPD of accounting academics. In reviewing the relevant literature, we have particularly concentrated on these journals: 1) Accounting Education; 2) Journal of Accounting Education; 3) Teachers and Teaching; and 4) Teaching and Teacher Education. The available studies have been classified into three categories and recommendations for the future research work are provided.

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Drivers of Teaching Effectiveness: Views from Accounting Educator Exemplars in Australia

Cited by 22 publications

References 29 publications

Inter-teaching: Improving the Academic Performance of Auditing Students in Vietnam

Inter-teaching: Improving the Academic Performance of Auditing Students in Vietnam

The effectiveness of inter-teaching: Some international evidence

Continuing Professional Development and Accounting Academics: A Literature Review

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