Tackling an accounting coursework assignment - action research on the student perspective

Abstract

The study focused upon first year undergraduates' experiences and perceptions of a major coursework assignment in accounting. The context was a modular programme with several hundred students from many different courses taking a common first year, first semester introductory accounting module. In the role of a reflective practitioner, the author adopted an action research approach, and gathered various forms of evidence including in-depth interviews with four students at key points during and after completion of their courseworks. The main issues highlighted were: (1) the effect which the university, as a new environment, has on learning in the early weeks of a course, and the fractured nature of learning in a semesterized course; (2) the personal strategies which students adopt for scheduling time on coursework, and the way in which this may differ from the expectations of staff; (3) the variety of learning approaches represented within the student group. These issues are reflected upon and implications for both the author's practice and for other practitioners are considered.Accounting Coursework, Action Research, Approaches To Learning, Interviews, Student, Perspective, Undergraduates' Early Experiences,

Student perceptions of continuous summative assessment

“…This evaluation process is consistent with the model for action research where the practice-based emphasis, incorporating evidence gathering and reflection, offers obvious advantages for the change agency role of educational development (Hand, 1998;Cowan & Weedon, 1999;Cousin, 2000). Although through its unique epistemology it is considered to be an inclusive practice-enhancing process, through which it is possible to develop education theory (Robertson, 2000), the module leader was of the opinion that further evidence was required before the theory could be postulated that tutorial files are a legitimate learning and assessment tool.…”

Developing research awareness in students: an action research project explored

“…It recognizes that the research takes place within an environment in which the teacher's educational practices and understandings are unique and that interpretive research methods are therefore appropriate. Hand (1998) recognized this when he stated that his action research could not make absolute claims to knowledge as the data were filtered, selected and subjective. The data in the action research discussed in this paper are similar but, as Hand states, such action research illuminates a teacher's practice and thus enriches understanding which can in turn provide some evidence to inform future changes.…”

“…McNiff noted that the educational literature abounds with definitions of action research but contends that a unifying factor is that 'the social basis of action research is involvement; the educational basis is improvement' (1988, p. 3). Hand (1998), writing in an accounting context, similarly stressed the underlying aim of action research as being improvement.…”

“…Since the situations that come under the action research heading emanate from a specific teaching and learning environment, they will inevitably be context-specific, hence its description as 'flexible, situationally responsive' (Cohen et al, 2000, p. 241) and 'intentionally personalised, idiosyncratic and contextual' (Watters et al, 1998, p. 259). Far from being a criticism, however, this should be viewed as a key feature of action research since the purpose is not to make broad, generalizable conclusions but to enrich understanding (Hand, 1998).…”

Improving accounting education through the use of action research

“…Useful sources specific to accounting education includeHand (1998Hand ( , 2001, andHand et al (1996).…”