Student Preferences for Instructional Methods in an Accounting Curriculum

International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe

Y

10

Student Attitudes; Foreign Countries; Teaching Methods; Accounting; Preferences; Case Studies; Law Related Education; Higher Education; Undergraduate Students; Predictor Variables; Student Participation; Questionnaires; Multivariate Analysis; Teacher Student Relationship; Mathematics

1812-9129

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.

As Provided

48

2016

EJ1093710