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ERIC Number: EJ1075771
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 32
Experimental Investigation of the Effects of Cognitive Elaboration on Accounting Learning Outcomes
Xiong, Yan; Zhou, Haiyan; Ogilby, Suzanne M.
Journal of Education and Learning, v3 n4 p1-16 2014
This study analyzed how self-generated elaboration, instructor-assisted elaboration, and self-generated followed by instructor-assisted elaboration, affect accounting students' acquisition of procedural knowledge, intellectual skills, and their attitudes towards learning. The results indicate that the self-generated elaboration instructional strategy improves accounting students' acquisition of procedural knowledge and intellectual skills more than the instructor-assisted elaborations. However, the effects of these instructional strategies on attitudes are not significantly different. Also, our three-way ANOVA results indicate that the students who have higher GPAs and pretest scores tend to have more intellectual skills, but not necessarily more procedural knowledge or more positive learning attitudes, using the self-generated elaboration instructional strategy.
Descriptors: Accounting, Learning, College Students, Student Attitudes, Teaching Methods, Outcomes of Education, Statistical Analysis, Grade Point Average, Pretests Posttests, Active Learning, Thinking Skills
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A