An analysis of first-year accounting curriculum/methods at the high school, community college, and university levels in Oregon : implications for teacher education Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/5t34sn181

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  • This study was designed to determine the differences and similarities among first-year accounting curricula in high schools, community colleges, and four-year colleges in Oregon. The areas studied were teaching methods, testing methods, communication skills, evaluation methods used in the communication skills, inclusion of necessary computer application skills, and the testing methods used for computer application skills. Survey instruments were developed and were administered to a random sample of 432 business education teachers in the secondary schools, community colleges, and four-year colleges in Oregon; 200 (46.3%) responded. The results of the survey were statistically analyzed by ANOVA and Chi-square, and percentages were used to analyze the data. From this study, the following observations were made: The teaching methods used in the secondary schools, community colleges, and four-year colleges were similar; however, they differed on programmed instruction, computer assisted instruction, computer augmented instruction, games, practice sets, workbooks, and seminars. The testing methods used in the secondary schools, community colleges, and four-year colleges were different in the following areas: multiple choice, true and false, and matching; other testing methods were similar. The communication skills used in the secondary schools, community colleges, and fouryear colleges were similar. In evaluating students' communication skills, readability was considered to be the most important criterion in grading students' writing skills, and listening was considered to be the most important criterion in grading students' speaking skills. The following criteria used to select first-year accounting textbooks were different among the secondary schools, community colleges, and four-year colleges: readability level of the textbooks, reading level of the students, supplementary materials given, content validity and content arrangements. Although the secondary schools and community college participants considered readability levels of the textbooks and the students' reading levels to be important, the estimated reading level of the first-year accounting textbooks were greater than the estimated reading level of the first-year accounting students. There were differences in the types of computer applications included in the first-year of accounting among the secondary schools, community colleges, and four-year colleges: computer assisted instruction and computer augmented instruction. The following evaluation methods used for computer assignments in first-year accounting were different among the secondary schools, community colleges, and four-year colleges: observation of students and demonstration of use by students. One of the reasons indicated by participants for not including computer applications in the first-year of accounting was lack of knowledge. There were differences in the ratings on "lack of Knowledge" given by the three groups. Based on the findings of the study, it was recommended that communication skills be integrated in first-year accounting curriculum and in accounting methods courses, and more computer application skills (not tutorial computer applications) be implemented in first-year accounting curriculum and in accounting methods courses in Oregon.
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  • description.provenance : Submitted by Kaylee Patterson (kdpscanner@gmail.com) on 2013-02-04T22:48:19Z No. of bitstreams: 1 SawyerRita1992.pdf: 5491601 bytes, checksum: ec473c2530ae93b0576dbbd09b259a52 (MD5)
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