An assessment of the effects of teaching methods on academic performance of students in accounting courses

Date

2010-01-01

Author

Hosal-Akman, Nazli
Simga-Mugan, Can

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

248
views

0
downloads

This study explores the effect of teaching methods on the academic performance of students in accounting courses. The study was carried out over two semesters at a well-known university in Turkey in principles of financial accounting and managerial accounting courses. Students enrolled in the courses were assigned to treatment and control groups. Treatment group students solved assigned problems or cases in groups in class, while in the control group the instructor lectured on and solved the problems and cases. The results of the study show that there was no significant difference in the academic performance of the treatment and control group students in either course.

Subject Keywords

Active learning, Cooperative learning, Accounting education

URI

https://hdl.handle.net/11511/65235

Journal

INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL

DOI

https://doi.org/10.1080/14703297.2010.498176

Collections

Department of Business Administration, Article

Suggestions

OpenMETU
Core

An Assessment of Factors Related to Science Achievement of Turkish Students Kalender, Ilker; Berberoglu, Giray (Informa UK Limited, 2009-01-01) In this study, a hypothesised model with latent variables such as socio-economic status, students' perception of success and interest in different subject matter areas, out-of-school activities, and classroom teaching learning activities in relation to science achievement of the students was tested via linear structural modelling. The data come from the Student Assessment Program-2002 conducted by the Ministry of National Education in Turkey. The results obtained in a sample of 29,911 students indicated tha...
The effect of 5E learning cycle model on eleventh grade students’ conceptual understanding of acids and bases concepts and motivation to learn chemistry Çetin Dindar, Ayla; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012) The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students’ conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were adm...
The effect of context-based instruction integrated with learning cycle model on students’ achievement and retention related to states of matter subject Sunar, Sabiha; Geban, Ömer; Department of Secondary Science and Mathematics Education (2013) This study aims to explore the effectiveness of context-based instruction integrated with learning cycle model as compared to the traditional instruction on tenth grade students’ achievement and knowledge retention on the states of matter subject and their attitudes toward chemistry. In order to achieve this aim, a quasi-experimental pre-test post-test control group research design was applied. A total of 150 tenth grade students of two high schools were the participants of the study. During the treatment, ...
The Effect of the instruction based on the epistemologically and metacognitively improved 7E learning cycle on tenth grade students' achievement and epistemological understandings in Physics Yerdelen Damar, Sevda; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2013) This study investigated the effect of the epistemologically and metacognitively stimulated 7E learning cycle (EM-7ELC) on tenth grade students’ physics achievement and epistemological understandings in physics. The participants of the study included 107 (49 Female, 58 Male) tenth grade students at two Anatolian teacher training high schools in Ankara. A quasi-experimental with matching-only pretest-posttest control group design was employed. Two intact classes of each school were randomly assigned to the ex...
The Effect of Game-based ComputationalThinking Workshops on Students’ ComputationalThinking Skills” Çakır, Nur; Çakır, Murat Perit (null; 2019-08-16) This study explores the potential benefits of game design workshops to harness students’ enthusiasm for computer science. The workshop aimed to engage participants in age-appropriate activities that focus on computational thinking skills through the lens of creating their own game. During the workshop participants explored computational thinking in the context of both paper-based and computerized game design activities. A web-based game design interface that allows students to develop and play a game as sim...

Citation Formats

N. Hosal-Akman and C. Simga-Mugan, “An assessment of the effects of teaching methods on academic performance of students in accounting courses,” INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, pp. 251–260, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/65235.