Traditional versus Contemporary Goals and Methods in Accounting Education: Bridging the Gap with Cooperative Learning

Lindquist, Tim M.

doi:10.1080/08832323.1995.10117764

Cited by 17 publications

(17 citation statements)

References 17 publications

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“…Taking into account that accounting is a practice with profoundly social derivations and implications (Burchell, Clubb, Hopwood, Hughes, & Nahapiet, 1980), it is very important to study the implications of teaching accounting, and to analyze different ways to do it, such as the application of cooperative learning in accounting courses. There are some experiences in cooperative learning in accounting courses, like Lindquist (1995) who conducted a case study in which students formed groups and studied various auditing reporting issues and at the main conclusions were that students prefer cooperative learning way and perceive greater achievement. There are other studies about the differences between CL and TL in accounting based on academic performance with antagonist conclusions; with no differences between both teaching methods Lancaster and Strand (2001), Ravenscroft and Buckless (1997) or Marcheggiani, Davis and Sander (1999).…”

Section: Comparison Of Cooperative and Traditional Learning Approachesmentioning

confidence: 99%

An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering

Estébanez

2016

EURASIA J MATH SCI T

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In the way of continuous improvement in teaching methods this paper explores the effects of Cooperative Learning (CL) against Traditional Learning (TL) in academic performance of students in higher education in two groups of the first course of Computer Science Degree at the university. The empirical study was conducted through an analysis of covariance (ANCOVA) in order to assess whether teaching methods have a significant effect on academic performance. The results show that teaching methods did not have a significant effect on the academic performance of the students. However, informal interviews with students revealed that they preferred CL. The study also explores whether there was a relationship between the average scores for conceptual and problem-type questions between both groups through a t-test analysis and for both courses there was no significant difference in the exam results between the two groups. Students who were exposed to TL methods outperformed the students who were taught via CL in mid-term exam. However, the result is opposite in the final exam where students from CL obtained better scores. Finally, with CL techniques students got better global results because they acquired a depper understanding of the materia.

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Section: Comparison Of Cooperative and Traditional Learning Approachesmentioning

confidence: 99%

An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering

Estébanez

2016

EURASIA J MATH SCI T

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“…For instance, Lindquist (1995) undertook a study in which students formed groups and studied various auditing reporting problems. By the end of the study, students reported a strong preference for seminar-based teaching and perceived greater achievement as a result.…”

Section: The Seminar-based Teaching Approachmentioning

confidence: 99%

The effectiveness of workshop (cooperative learning) based seminars

Baird

Munir

2015

Asian Review of Accounting

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Purpose – The purpose of this paper is to report on the effectiveness of a workshop (cooperative learning) based seminar approach in an undergraduate accounting subject. Design/methodology/approach – The effectiveness is assessed using a combination of student perceptions obtained in a survey of students enroled in a third-year elective accounting unit, and a comparison of student performance across semesters with alternative teaching structures. Findings – The survey results provide strong evidence that students perceive that seminar-based learning is effective in improving generic skills, including problem solving, critical thinking, and analytical skills. The findings also suggest that groups were generally successful, while many students found that the weekly case study assignments kept them engaged with the unit and provided them with an insight into real-world activities. The analysis of student performance provides further support for the effectiveness of this approach with the students subject to the seminar approach performing better in regard to the three types of assessments analysed. Practical implications – Academics should consider using the seminar-based approach to inculcate the skills required in the accounting profession. Originality/value – The study provides a unique insight into the success of a change in teaching structure from a traditional structure to a seminar-based workshop. The study examines both student perceptions and actual student performance.

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“…Under this more conceptual approach, the questions and the resulting answers deliver the content of the course (Wiggins, 1987), rather than the instructor simply lecturing to students. Also, consideration was given to the notion, supported in the literature, that cooperative learning results in greater mastery of a subject than individual learning does (Slavin, 1987;Lindquist, 1995). Most accounting professors are unaware of the benefits of cooperative learning (Cottell & Millis, 1992).…”

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confidence: 95%

“…This method will be referred to as the group-Socratic style (a more complete explanation of the group-Socratic approach, along with examples of questions used, is presented in the appendix). Lindquist (1995) conducted a case study of the effects of cooperative learning techniques on auditing students' attitudes and achievement. His results suggested that student learning improved through the use of such techniques.…”

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confidence: 99%

The Effect of Teaching Methods on Examination Performance and Attitudes in an Introductory Financial Accounting Course

Marcheggiani

Davis

Sander

1999

Journal of Education for Business

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ABSTRACT. This article describes a study in which a group-Socratic teaching method and an interactive lecture style were compared for their effect on students' examination performance in an introductory financial accounting course. The effect of teaching method on students' attitudes toward the accounting profession and the course was also analyzed. An ANOVA design was used to test for differences between experimental and control groups of undergraduate students. The results provide no evidence that either method of instruction results in significantly higher scores on examinations; nor was there any statistically significant difference in attitudes toward the accounting profession or the course.Over the past several years, many diverse groups have called for a change in the manner in which accounting is taught (AAA, 1986). The clamor for change from different quarters exhibits a constant theme: Academics are being asked to deliver a more conceptual approach, develop group problem-solving skills, and establish a base for life-long learning in students (Perspectives ,1989).As a result of these appeals, a decision was made to restructure our introductory financial accounting course. Prior to this, we had used what can be loosely described as an "interactive lecture" method. The year after the restructuring was implemented, we conducted a study to examine the effects of the new method versus the old. In this article, we present the results of a study measuring the effects of the new method on student examination performance and attitudes toward accounting.The redesign of the introductory accounting course was influenced by literature indicating that verbal material produced by a learner is remembered better than similar material presented to the learner (Jacoby, 1978;McDaniel, Friedman, & Bourne, 1978;Slamecka & Graf, 1978). The course design incorporated this concept, which suggests that an effective course is one fashioned around essential questions that cause a student to search for knowledge. Under this more conceptual approach, the questions and the resulting answers deliver the content of the course (Wiggins, 1987), rather than the instructor simply lecturing to students. Also, consideration was given to the notion, supported in the literature, that cooperative learning results in greater mastery of a subject than individual learning does (Slavin, 1987;Lindquist, 1995). Most accounting professors are unaware of the benefits of cooperative learning (Cottell & Millis, 1992). The new approach assigned students to groups that would search for answers to questions posed by the instructor. This method will be referred to as the group-Socratic style (a more complete explanation of the group-Socratic approach, along with examples of questions used, is presented in the appendix).Lindquist (1995) conducted a case study of the effects of cooperative learning techniques on auditing students' attitudes and achievement. His results suggested that student learning improved through the use of such techniques. We investigat...

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Traditional versus Contemporary Goals and Methods in Accounting Education: Bridging the Gap with Cooperative Learning

Cited by 17 publications

References 17 publications

An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering

An Approachment to Cooperative Learning in Higher Education: Comparative Study of Teaching Methods in Engineering

The effectiveness of workshop (cooperative learning) based seminars

The Effect of Teaching Methods on Examination Performance and Attitudes in an Introductory Financial Accounting Course

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