Teaching financial statement analysis: A cooperative learning approach

Sullivan, Edward J.

doi:10.1016/0748-5751(96)00031-0

Cited by 24 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Kromrey & Purdom (1995) are of the view that lecture and cooperative learning are used to achieve the objectives of knowledge and skill acquisition and application of this knowledge and skills. Sullivan (1996) states that CL strategies are used for promoting critical thinking via discussion, debate and group work. He further suggested that applying CL together with traditional lecture method facilitates the development of analytical skills.…”

Section: Introductionmentioning

confidence: 99%

Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement

Ahmad¹,

Mahmood²

2010

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

View full text Add to dashboard Cite

ABSTRACT. The study investigated the effects of three experimental conditions on prospective teachers' learning experience and achievement in the course of Educational Psychology. The conditions comprised (a) Traditional Instruction (TI) (b) Cooperative Learning Loosely Structured (CLLS) and (c) Cooperative Learning Students Team Achievement Division (CL STAD) model. The study explored change in students' scores on learning experience and difference in achievement under these experimental conditions. Thirty-two student teachers enrolled in master degree program were the subjects of the study. Repeated measure design was used for the study. Thirty intervention lessons (ten in each condition) were delivered during the whole semester. Learning experience measure and Achievement test were administered at the end of each phase. The results of repeated measure analyses of variance (ANOVA) reveal that there is statistically significant difference between prospective teachers' scores on learning experience measure across three experimental conditions. ANOVA results also reveal that there is a statistically significant difference in achievement scores favoring both CL conditions. The study concludes that cooperative learning enhances perspective teachers' academic achievement as compared to traditional instruction and promotes enriched, enjoyable and interactive learning experience. The study has implications for teacher educators to prefer innovative instructional strategies as CL while teaching to prospective teachers.

show abstract

Section: Introductionmentioning

confidence: 99%

Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement

Ahmad¹,

Mahmood²

2010

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

View full text Add to dashboard Cite

show abstract

“…Students study in learning groups of 3-5 people (Açıkgöz, 1992;Sullivan, 1996). Students with different abilities, skills, and experiences in a group with heterogeneous structure study in the direction of a common group target.…”

Section: Problemmentioning

confidence: 99%

The Effect of the Interactive Small Group Study Method on Democratic Attitudes and Self-Expression Ability

Taşpınar¹

2006

soc behav pers

View full text Add to dashboard Cite

This study compared the Interactive Small Group Study Method (ISGS) with the Traditional Small Group Study Method (TSGS) from the viewpoint of the student's democratic attitude in the classroom and self-expression ability. Students at Fırat University, Turkey, were divided into an experimental group and a control group each consisting of 30 members. ISGS was applied to the experimental group, TSGS was applied to the control group. The Democratic Attitude Related to Classroom Climate and Self-Expression Ability Scale (AS; Taşpinar, 2001) was given pretest and posttest to both groups. Results showed a significant difference between the pretest and posttest scores of the two groups. The experimental group had a more positive attitude than the control group in the subdivision "Presentation" according to posttest scores. There was no significant difference for the other subdivisions. The ISGS method was found to be more effective than the CSGS method for both democratic attitudes and selfexpression ability.Today learners who can access and use information, think critically, who have a constructive and creative democratic attitude and behavior, and who are respectful of human rights and freedoms can be trained in an educational environment where they are active and have the responsibility for their own learning and SOCIAL

show abstract

“…Collaborative learning has been described as one of the best learning resources insofar as it permits interaction between students who work in groups with a shared responsibility for the final outcome (Boyce et al , 2001). Clear instructions can be given on a task and the group members are required to jointly produce a consensual solution to the problem, with one mark being allocated to the entire group (Cottell and Millis, 1992; AAA, 1995; Sullivan, 1996; Ballantine and McCourt Larres, 2007; Boland, 2012). Cottell and Millis (1992, p. 104) argue that “students are more likely to work on assigned accounting problems under the cooperative learning method, since they will have to face peers if unprepared”.…”

Section: Case Study Literature Reviewmentioning

confidence: 99%

Using a stakeholder developed case study to develop soft skills

Samkin

Keevy

2019

MEDAR

View full text Add to dashboard Cite

Purpose The purpose of this paper is to illustrate the extent to which a case study developed by a financial institution and completed within a collaborative learning environment can be used to develop soft skills. Design/methodology/approach A questionnaire research instrument comprising open and closed response questions was used to collect the data. Findings The case study developed by the external stakeholder was found to be useful in developing soft skills. The primary skills identified by respondents were decision-making, problem-solving, critical thinking, communication and research ability. However, the respondents believed that the collaborative learning element had the greatest impact on the development of skills, particularly ethical behaviour, professionalism and personal attributes. Research limitations/implications The results are not generalisable beyond the scope of the particular higher education institution in which the study was conducted and the country in which the study was situated. Additionally, this paper measured soft skills development through perceptions of participating students. An objective measurement of students’ immediate soft skills improvement is not considered. Nonetheless, the findings provide guidance to educators on how a case study developed by a financial institution and completed within a collaborative learning environment can be used to develop soft skills. Originality/value The paper makes three contributions. The first is to detail how a real-world case study with a substantial technical component can be used to develop soft skills. Second, the paper contributes to the real-world case study and collaborative learning elements literature and ascertains the effectiveness of both methods in developing various soft skills. Finally, the paper contributes to the limited literature on how external stakeholders can become involved in the development of accounting curriculum content.

show abstract

Teaching financial statement analysis: A cooperative learning approach

Cited by 24 publications

References 0 publications

Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement

Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement

The Effect of the Interactive Small Group Study Method on Democratic Attitudes and Self-Expression Ability

Using a stakeholder developed case study to develop soft skills

Contact Info

Product

Resources

About