Impact of group exams in a graduate intermediate accounting class

Bay, Darlene; Pacharn, Parunchana

doi:10.1080/09639284.2017.1292465

Cited by 21 publications

(17 citation statements)

References 29 publications

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“…With 21 out of 24 students indicating that they would like to make use of assessment retakes in future, it is clear that the method was well received, as was the case in other studies on group assessments (Bay and Pacharn 2017). Apart from citing the opportunity to improve their marks, which provides a tangible and almost immediate benefit, most students cited improved understanding of the work as a result of the assessment retake.…”

Section: Student Acceptancementioning

confidence: 80%

“…In accounting education results in respect of improvement in performance due to cooperative learning have been mixed and team learning interventions have also not been as effective as in some other disciplines (Clinton and Kohlmeyer III 2005;Bay and Pacharn 2017). When Gabbin and Wood (2008) analysed literature on cooperative learning in accounting education, they found that only three of the 16 studies reported a significant improvement in performance.…”

Section: Cooperative Learningmentioning

confidence: 99%

“…Instead, methodologies that involve students as active participants in the learning process should be encouraged (Hwang et al 2005). One such methodology is teamwork (Bay and Pacharn 2017). The South African Institute of Chartered Accountants (SAICA) highlights the ability to work in teams as an important pervasive skill in its competency framework (SAICA 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Accounting educators should search for techniques to make cooperative learning more beneficial to students (Bay and Pacharn 2017). In attempting to develop one such technique, an intervention was designed to improve the feedback process and at the same time utilise the benefits of cooperative learning.…”

Section: Introductionmentioning

confidence: 99%

“…Hite (1996) found that performance of taxation students exposed to assessment retakes in taxation improved, while Gabbin and Wood (2008) found no significant improvement in the performance of students in an intermediate accounting II course. Bay and Pacharn (2017) argue that the inconsistent results on group assessment in accounting studies are a concern and that more research is required to find more effective techniques.…”

Section: Introductionmentioning

confidence: 99%

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Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment

Kruger

2019

SAJHE

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Student feedback is an important part of the formative assessment process. Previous research shows that there is room for improvement in student feedback on accounting education. Various benefits, especially those associated with the development of certain pervasive skills through group learning, have been established through research. The two-stage group examination offers students the opportunity to become active participants in the feedback process, while harvesting the benefits of teamwork. This study involving 24 students enrolled for an introductory accounting course evaluated the efficacy of the two-stage examination as an intervention to improve feedback. Students perceived that examination retakes in a team environment were helpful to establish where they made mistakes and showed them how they could improve their future performance. They could further establish how they performed compared to their peers. The examination retakes also helped to improve their understanding of the work and how they could improve their learning. The intervention was well received by students despite reports of free riding. This study adds to the limited body of research on two-stage exams in accounting education.

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Section: Student Acceptancementioning

confidence: 80%

Section: Cooperative Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment

Kruger

2019

SAJHE

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Enhancement of Social and Teamwork Skills Through Blended Learning Methodology in Accounting Studies

Kottara,

Asonitou,

Mukokoma

et al. 2024

Springer Proceedings in Business and Economics

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According to accounting employers only technical skills are not considered sufficient for a successful accounting career in the new global business environment. Modern accountants need a range of social skills such as teamwork, agility, leadership, and personal skills. Accounting education through diverse teaching methodologies such as blended learning, seeks to create well rounded accounting professionals. The objective of the present study is to examine the students’ views about teamwork skills. The research is based on a pilot study with interviews conducted with students through a qualitative methodology plan. Results show the need to reorganize educational processes and activities in order to promote teamwork among university students in Greece. Professors, students, and universities can benefit from this research. Specifically, the recognition of the necessity for educational planning in accounting courses is crucial in order for students to acquire both knowledge and skills, such as teamwork, which is deemed essential for their academic journey and smooth transition into the labour market.

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Accounting education literature review (2017)

Apostolou

Dorminey

Hassell

et al. 2018

Journal of Accounting Education

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This review of the accounting education literature includes 103 articles published during 2017 in six journals: (1) Journal of Accounting Education, (2) Accounting Education, (3) Advances in Accounting Education: Teaching and Curriculum Innovations, (4) Global Perspectives on Accounting Education, (5) Issues in Accounting Education, and (6) The Accounting Educators' Journal. We update 12 prior accounting education literature reviews by organizing and summarizing contributions to the accounting education literature made during 2017. Articles are categorized into five sections corresponding to traditional knowledge bases: (1) curriculum and instruction, (2) instruction by content area, (3) educational technology, (4) students, and (5) faculty. Research rigor of the empirical articles is discussed and critiqued. Suggestions for research in all areas are presented. Articles classified as instructional resources and cases published in the same six journals during 2017 are listed in appendices categorized by the relevant content area.

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Impact of group exams in a graduate intermediate accounting class

Cited by 21 publications

References 29 publications

Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment

Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment

Enhancement of Social and Teamwork Skills Through Blended Learning Methodology in Accounting Studies

Accounting education literature review (2017)

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