NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1093710
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: EISSN-1812-9129
Student Preferences for Instructional Methods in an Accounting Curriculum
Abeysekera, Indra
International Journal of Teaching and Learning in Higher Education, v27 n3 p310-319 2015
Student preferences among instructional methods are largely unexplored across the accounting curriculum. The algorithmic rigor of courses and the societal culture can influence these preferences. This study explored students' preferences of instructional methods for learning in six courses of the accounting curriculum that differ in algorithmic pedagogy. One hundred and thirty-nine accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students' preferences of traditional, interactive, and case-study-based group instructional methods. Students least preferred the traditional instructional method across all courses. Students most preferred the interactive instructional method in high algorithmic courses. In the two low algorithmic courses, students most preferred the case-study-based group instructional method in the management course and the interactive and case-study-based group instructional methods in the business law course. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sri Lanka