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

2010-01-01
Hosal-Akman, Nazli
Simga-Mugan, Can
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.
INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL

Suggestions

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 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 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, ...
Analysis of the Problem Based Learning Implementations Students and Tutors Perceptions and Actions
Ateş, Özlem; Eryılmaz, Ali (2015-03-01)
This study aims to analyze the implementation of problem-based learning (PBL) in engineering education regarding perceptions and actions of tutors and students. A case study design was employed in this study. To this end, four tutors, their five PBL modules, and fourteen students were selected. Observations and interviews were used to collect qualitative data. The results indicated that there was a difference between participants’ perception of PBL and their actions during tutorials. Participants’ level of ...
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.