The association between cognitive style and accounting students' preference for cooperative learning: an empirical investigation

Using A Group Work Project As An Educational Tool In Management Accounting Education

“…Due to changes within organisations over the last few years (Gevers & Lubbe, 2012), companies have also moved towards group work (Ambrose & Kulik, 1999) and for that reason group-based skills are essential for accountants to be effective in the workplace (Ramsay, Hanlon, & Smith, 2000). According to O'Conner and Yballe (2007) group work can assist them in learning critical skills valued by prospective employers.…”

“…There are many benefits associated with cooperative learning, such as improved student involvement in the learning process (Ramsay et al, 2000), building group skills, improving communication skills, and allowing students to develop "relationships with common objectives in mind" (Woodbine, 1997, p. 2). Other benefits that may be derived include positive self-esteem and building of interpersonal skills (Lindquist & Abraham, 1996).…”

Accounting education literature review (2000–2002)

“…One conclusion offered is that little systematic change in accounting education has occurred in spite of the many calls for reform. Ramsay, Hanlon, and Smith (2000) studied the effect of a student's cognitive style (acquiring, storing, and using knowledge) on his/her preference for cooperativelearning techniques. Cognitive style was measured using the four dimensions of the Myers-Briggs Type Indicator (MBTI): extroversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving.…”

The Relationship Between Test Anxiety and Achievement in Accounting Students with Different Cognitive Styles: The Mediating Roles of Self-Regulation

“…Buckhaults and Fisher (2011) suggested that accounting educators could decrease students' anxiety and increase their motivation to learn accounting by using appropriate materials and new teaching methods. Numerous studies of accounting education have focused on the relationship between student performance and the quality of the accounting curriculum, including cognitive processes in learning (e.g., Booth & Mladenovic, 1999;Fisher & Murphy, 1995;Lucas, 2000Lucas, , 2001Lucas, , 2002Lucas & Meyer, 2005;Mladenovic, 2000), learning approaches (e.g., Byrne et al, 1999;Byrne et al, 2002;Davidson, 2002), teaching content and performance (e.g., Gow et al, 1994;Koh & Koh, 1999), learning style and attitude toward accounting (e.g., Chen et al, 2013;Duff, 2004), and cognitive preferences and cooperative learning among students (e.g., Ramsay et al, 2000). However, to date, the role of self-concept as it relates to accounting education has yet to be investigated, despite the well-known relationship among self-regulated learning (SRL), test anxiety (TA), and academic achievement.…”