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Reaching for the Accounting Education Change Commission's recommendations through cooperative learning

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dc.contributor.advisor Suxuki, Warren N.
dc.creator Swanson, Janice M., 1944-
dc.date.accessioned 2012-11-08T18:13:14Z
dc.date.available 2012-11-08T18:13:14Z
dc.date.copyright 1994-05-17
dc.date.issued 1994-05-17
dc.identifier.uri http://hdl.handle.net/1957/34978
dc.description Graduation date: 1995 en_US
dc.description.abstract The Accounting Education Change Commission (AECC) is a consortium of concerned accounting professionals and accounting educators that advocates the redesigning of accounting curriculums in higher education. Traditionally accounting programs have focused on the technical aspects of the profession. Although technical competence is necessary for the profession, the AECC urges accounting curricula to provide students with experiences that will foster decision-making skills, communication skills and interpersonal skills. This study was an attempt to respond to the recommendations of the Accounting Education Change Commission through cooperative learning pedagogy. Related research suggests that employing particular elements of cooperative learning can improve intellectual skills, communication skills, interpersonal skills, learning to learn, active learning, achievement, attitudes and student evaluations of teachers. The data from this study indicate that while imposing the AECC's recommendations through the use of cooperative learning pedagogy most students attained high levels of achievement on unstructured problems requiring high levels of cognitive applications. However, student achievement was not as high as expected on structured problems requiring lower levels of cognitive applications. In addition, students' reactions to cooperative learning and implementation of the AECC's recommendations were mixed. Team work was not perceived by many students to be important in introductory accounting. However, learning to learn and active participation in the learning process were deemed important to students in introductory accounting. Furthermore, students evaluated the professor's teaching effectiveness significantly lower than did previous students taking introductory accounting from the same professor using traditional lecture-recitation methods. Imposing the AECC recommendations through cooperative learning techniques in introductory accounting in higher education clearly calls for further research and longer-term exposure to the changes in classroom pedagogy. en_US
dc.language.iso en_US en_US
dc.subject.lcsh Accounting -- Study and teaching (Higher) en_US
dc.subject.lcsh Group work in education en_US
dc.title Reaching for the Accounting Education Change Commission's recommendations through cooperative learning en_US
dc.type Thesis/Dissertation en_US
dc.degree.name Doctor of Philosophy (Ph. D.) in Education en_US
dc.degree.level Doctoral en_US
dc.degree.discipline Education en_US
dc.degree.grantor Oregon State University en_US
dc.description.digitization File scanned at 300 ppi (Monochrome) using ScandAll PRO 1.8.1 on a Fi-6770A in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR. en_US
dc.description.peerreview no en_us


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