scholarly journals Student Attitude Towards And Use Of Powerpoint Slides As Study Guides In Undergraduate Introductory Financial Accounting

2010 ◽  
Vol 7 (3) ◽  
Author(s):  
Robert M. Kozub
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Business Students ◽  
Financial Accounting ◽  
Course Performance ◽  
Class Attendance ◽  
Study Guides ◽  
Traditional Course ◽  
Course Grades ◽  
On Line

This study examines undergraduate business students’ attitude towards and use of Powerpoint® slides provided as a supplement to class attendance, textbook reading, and other traditional course resources. A survey of students with six majors (accounting, finance, marketing, management, international business and management information systems) enrolled in the undergraduate introductory financial accounting class in which the instructor provided Powerpoint® slides in addition to traditional course lectures and materials for student use.  The students’ learning strategies, as self reported in a questionnaire, (Table 7) were compared against class attendance, test performance, and overall course performance.  Consistent with several prior studies, this study found little relationship between use of these resources and grades on exams or overall course grades.  Further, this study found that students do not view these supplemental on-line resources as a substitute for class attendance.

scholarly journals The effect of team-based learning on content knowledge: A meta-analysis

2017 ◽  
Vol 20 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Elizabeth Swanson ◽  
Lisa V McCulley ◽  
David J Osman ◽  
Nancy Scammacca Lewis ◽  
Michael Solis
Keyword(s):  
Content Knowledge ◽  
Test Performance ◽  
Intervention Studies ◽  
Meta Analysis ◽  
Significant Degree ◽  
Classroom Engagement ◽  
Course Performance ◽  
Moderator Analysis ◽  
Course Grades ◽  
Team Based Learning

This article reports a synthesis and meta-analysis of intervention studies investigating the effects of team-based learning on content knowledge outcomes. Team-based learning is a particular set of instructional components most often used in higher education classrooms. Authors of team-based learning reviews report that team-based learning improves students’ end of course grades, test performance, and classroom engagement. Students report that team-based learning is interesting, allows for deeper understanding of content, and prepares them more effectively for assessment and course performance. A total of 30 studies were located and synthesized. In total, 17 studies met criteria for a meta-analysis, yielding a mean effect size estimate of 0.55, p < 0.001 across all measures. Moderator analysis indicated that group size moderated the magnitude of effect to a statistically significant degree, with smaller group sizes contributing to additional effects. The meta-analysis is followed by a confirmatory synthesis of the remaining 13 studies. Implications for instruction incorporating the use of team-based learning are described.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

scholarly journals Effects of Language Learning Strategies and Learners’ Motivation on Students’ Learning Achievement

2015 ◽  
Vol 3 (2) ◽  
pp. 132 ◽  
Author(s):  
Hao-Yuan Cheng ◽  
Nai-Ying Chang
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learning Strategies ◽  
Course Performance ◽  
Test Analysis ◽  
New Information ◽  
Significant Difference ◽  
Group A ◽  
The Mean ◽  
The Relationship

<p>This study investigated whether learning strategies had made any impact on learners’ achievement and explored whether learning motivation was correlated with learning strategies. The participants of this study were the students from the EFL (English as a Foreign Language) intermediate level course at a college in Taiwan. The students were given a pretest and a posttest. The mean scores of these tests were compared with a SILL survey (Strategies Inventory for Language Learning) at the end of the investigation. The participants’ course performance was compared with their use of learning strategies. The assumption of the relationship between learning strategies and motivation is that motivated learners have a greater desire to seek out solutions or support from others and employ more strategies to process the new information. The results of this investigation revealed that only the memory strategies had a significant difference in the posttest of Group A on the independent sample t-test analysis.</p>

Instructional Resources and Effective Pedagogy of Financial Accounting in Secondary Schools, Lagos, Nigeria

2020 ◽  
Vol 13 ◽  
pp. 94-108
Author(s):  
Olusegun Ezekiel Alao ◽  
Mary John Ukpong
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
Descriptive Analysis ◽  
Financial Accounting ◽  
Instructional Materials ◽  
Instructional Resources ◽  
Effective Pedagogy ◽  
Lagos State ◽  
Senior Secondary Schools ◽  
Senior Secondary

Students’ poor Financial Accounting performance in senior secondary schools is worrisome and induces youths to engage in several social vices. An attempt to curb the menace and improve students’ performance led this study to assess the instructional resources and effective pedagogy of Financial Accounting in secondary schools in Lagos State, Nigeria. Adopting the descriptive survey research design, the population of the study comprised 2,492 senior secondary schools 1 and 2 students and 10 teachers of Financial Accounting under Education District IV in Lagos State, Nigeria. 300 students and all the 10 teachers eventually emerged as samples using Checkmarket Sample Size Calculator at 5% margin and 95% confidence level. The data were collected using a structured questionnaire that obtained Cronbach’s Alpha=0.90, and analysed using descriptive analysis and t-test at α=0.05 level of significance. The results showed that the teachers of Financial Accounting were not using activity-based pedagogical strategies. Most of the instructional materials necessary for the effective pedagogy of Financial Accounting were inadequate and malfunctioning. Therefore, Financial Accounting teachers are strongly encouraged to apply innovative and experiential learning strategies in teaching and learning. Furthermore, adequate infrastructure and modern equipment in the schools will create better learning opportunities for students.

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

Business simulation and assurance of learning

2019 ◽  
Vol 27 (4) ◽  
pp. 412-426 ◽  
Author(s):  
Jeffrey W. Alstete ◽  
Nicholas J. Beutell
Keyword(s):  
Grade Point Average ◽  
Business Students ◽  
Future Research ◽  
Grade Point ◽  
Content Type ◽  
Capstone Course ◽  
Simulation Performance ◽  
Course Grades ◽  
Assurance Of Learning ◽  
Core Course

Purpose This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined. Design/methodology/approach Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data. Findings Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance. Research limitations/implications Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes. Originality/value This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

How do general chemistry students’ impressions, attitudes, perceived learning, and course performance vary with the arrangement of homework questions and E-text?

2017 ◽  
Vol 18 (4) ◽  
pp. 785-797 ◽  
Author(s):  
Vickie M. Williamson ◽  
Caitlin J. Zumalt
Keyword(s):  
General Chemistry ◽  
Perceived Learning ◽  
Course Performance ◽  
First Semester ◽  
Chemistry Students ◽  
Course Grades ◽  
Survey Results ◽  
Level Of Understanding ◽  
Large Sections ◽  
Online Web

Two large sections of first-semester general chemistry were assigned to use different homework systems. One section used MindTap, a Cengage Learning product, which presents short sections of the textbook with embedded homework questions; such that students could read the textbook section then answer one or more questions in the same screen. The other section used Online Web Learning (OWL-version 2) also from Cengage Learning, which presents homework questions that contains links to open the textbook in a separate window. Findings showed no difference between the groups in any course grades, with both groups strongly indicating that they learned from their system. During a second-semester chemistry course taught by the same instructor, all students used OWLv2. At the end of the second semester, students who had used MindTap during the first semester were given a delayed survey, containing Likert-scaled and open-response questions dealing with students’ perceived learning/perceived level of understanding with each system, how easy each system was to use, and the advantages/disadvantages of each system. In addition, students were asked to compare the two systems giving their homework preference. Students were heavily positive towards the MindTap system. Further data was collected to compare students who used MindTap for the first semester and OWL for the second-semester with those who used the systems in reverse order, using the same survey. Results showed that students indicated significantly higher perceived learning with MindTap and better attitudes and opinions of MindTap, with its single window arrangement, often citing that they read more with MindTap.

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