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ERIC Number: EJ1107322
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1814-6627
Effects of a Writing-to-Learn Tutorial Programme in a Higher Education Setting: An Interactive Qualitative Study
Bargate, Karen
Africa Education Review, v12 n3 p493-507 2015
Many higher education students embark on a study of accounting under the misconception that accounting requires a high level of proficiency in manipulating data and being good with numbers, while believing that linguistic competence, especially as it relates to writing, is of less importance. This article reports on a study that examined 15 managerial accounting and financial management (MAFM) students' experiences of an 18-week writing intensive tutorial programme, based on writing-to-learn principles. Interactive qualitative analysis (IQA) informed the research design and data analysis. Following IQA protocols, nine affinities (themes) were generated. An account of how students' experiences of a specific affinity, namely, written tasks, influenced their understanding of MAFM concepts is presented. The findings suggest that introducing writing-to-learn assignments contributed positively to students' learning and understanding of MAFM concepts. This finding has implications for higher education pedagogy especially as it relates to the teaching of the accounting discipline.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A