ERIC Number: EJ1107206
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 29
Student Perceptions on Using Guided Reading Questions to Motivate Student Reading in the Flipped Classroom
Brown, Charles A.; Danvers, Kreag; Doran, David T.
Accounting Education, v25 n3 p256-271 2016
Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors.
Descriptors: Accounting, Majors (Students), Student Motivation, Student Attitudes, Reading Motivation, Technology Uses in Education, Educational Technology, Homework, Video Technology, Nonmajors, Reading Comprehension, Small Group Instruction, Student Surveys, Learner Engagement, Blended Learning, College Students
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania