Student Adoption of a Non-Traditional Teaching Method in Accounting: How Previous Experience Impedes Willingness to Change

Abstract

This research paper examines a new teaching method consisting of a real-life case study that is used in accountancy and its introduction at two universities. The research was conducted at universities that specialise in preparing students to become managers. The main focus of the study is to examine the different ways that students might accept the new teaching method. We consider the utilisation of an active form of teaching, as opposed to a passive form, which is the more prevalent form of teaching accountancy in the Czech Republic. Since the use of active forms of teaching brings a range of advantages, case studies are rarely used, so we were interested to see the students' reaction. The research was conducted over two consecutive academic years and the main factors that were examined to assess the introduction of real-life case studies were country, gender and previous experience with accountancy education at secondary school. The results clearly show that men accept the new way of teaching better than women. Students with previous experience perceived case studies negatively. The results of the study indicate that when introducing changes to teaching, the need to introduce the changes must be appropriately clarified.

Mathematical Calculations within Physics Lessons and Their Popularity Among Learners

“…Changing the way of teaching mathematics and physics may not automatically change students' attitudes. According to the results of the research (Stejskalová et al, 2019), students are not inclined to change the way of teaching and learning.…”

The Influence of Teacher Competencies on Student Motivation to Study Accounting at Secondary Vocational Schools in the Czech Republic

“…The methodological research is not only based on an empirical study conducted in the Czech Republic [11]; it is The Influence of Teacher Competencies on Student M otivation to Study Accounting at Secondary Vocational Schools in the Czech Republic also inspired by other research studies of a similar nature in international publications [9,15].…”

“…Motivation begins to form at the very beginning of compulsory schooling, becoming an integral part of study and significantly impacting student performance. It is thus an area of interest for researchers, with authors focusing on research on pupil behaviour from primary school [7][8][9][10] through secondary school [11,12] to university [13][14][15]. During the transition from primary to secondary school, the motivation to study among adolescents tends to decrease, which, according to Krejčová [16], can be attributed to the fact that they have achieved their immediate goal of gaining entry to secondary school.…”

“…What did, however, have an impact on student success or failure in exams were other factors such as personal motivation, teaching methods and teacher expertise [25]. Stejskalová, Komárková, Bednářová and Štrach [15] found that it is advisable to include active learning in accounting teaching methods in the form of practical case studies from real corporate life. In their research, they evaluated student willingness to adopt this new method and found that men are better at adopting new teaching methods than women.…”

Statistics Teaching Practice at Czech Universities with Emphasis on Statistical Software

“…Using statistical software has motivational potential as its use eliminates the stress caused by statistical calculations and students focus more on the practical use of statistics (Hsu, Wang and Chiu;. Stejskalová et al (2019) describe the case studies of real-life students to consider an appropriate complement to the traditional method of teaching. Students are afraid of calculations (Cobb, 1992).…”