An Empirical Test of Cooperative Learning in a Passive Learning Environment

2005 ◽  
Vol 20 (2) ◽  
pp. 151-165 ◽  
Author(s):  
Nen-Chen Richard Hwang ◽  
Gladie Lui ◽  
Marian Yew Jen Wu Tong
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Empirical Test ◽  
Accounting Education ◽  
Accounting Students ◽  
Future Research ◽  
Traditional Lecture ◽  
Teaching Pedagogy ◽  
Passive Learning

This study examines whether cooperative learning can improve the learning outcomes of students in a passive learning environment. One hundred seventy-two accounting students who were attending a major Hong Kong university participated in this study. Using a 2 × 2 between-subjects experimental design, this study finds that students who were taught using a cooperative learning approach significantly outperformed those who were taught using a traditional lecture format. Moreover, the results of this study indicate that the students in cooperative learning sessions performed significantly better in answering indirect application-type questions than those in traditional lecture sessions. Overall, the results of this experiment suggest that cooperative learning is an effective teaching pedagogy for delivering accounting topics in a passive learning environment. The implications of this study for accounting education and the directions for future research are also discussed.

scholarly journals Cooperative Learning in a Passive Learning Environment: A Replication and Extension

2008 ◽  
Vol 23 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Nen-Chen Richard Hwang ◽  
Gladie Lui ◽  
Marian Yew Jen Wu Tong
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Multiple Choice ◽  
Future Research ◽  
Multiple Choice Questions ◽  
Traditional Lecture ◽  
Passive Learning ◽  
Effective Pedagogy ◽  
Level Of Knowledge

This study replicates Hwang et al. (2005) with a different cohort of accounting majors. This study also extends Hwang et al.'s (2005) article by exploring the effectiveness of employing cooperative learning pedagogy to enhance students' learning outcomes at both the application level and analysis level of knowledge (Bloom 1956). Different from the original paper, this study evaluates participants' learning outcomes using cases with supporting calculations, instead of multiple-choice questions. Overall, this study finds that cooperative learning is a more effective pedagogy than traditional lecture for students who were raised and educated in a passive learning environment. Limitations and possible directions for future research are also discussed.

scholarly journals INCREASING LEARNING OUTCOMES USING COOPERATIVE LEARNING TYPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) METHODOLOGY WITH FIFTH GRADE SECOND SEMESTER STUDENTS AT SD NEGERI SUMOGAWE 1 KEC. GETASAN, KAB. SEMARANG 2017/2018

2018 ◽  
Vol 1 (1) ◽  
pp. 267
Author(s):  
Ika Yunita ◽  
Janelle Lee Juneau ◽  
Stefanus C. Relmasira
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Model ◽  
Fifth Grade ◽  
Learning Achievement ◽  
Teaching Mathematic ◽  
Student Teams ◽  
Competency Based

Abstrak: Sesuatu yang dibutuhkan dalam matematika untuk kesuksesan hidup menghendaki lingkungan pembelajaran yang mendukung dan mendorong kompetensi matematika baik secara teori maupun praktik. Dalam pendidikan, mengajar matematika harus dengan cara yang kreatif dan mampu menciptakan suasana lingkungan dimana siswa tertarik untuk belajar matematika. Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika melalui implementasi pembelajaran kooperatif dengan model pembelajaran STAD. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan 2 siklus, setiap siklus terdiri atas 3 pertemuan. Hasil dari siklus 1  ditemukan bahwa 28 siswa (82.35%)mencapai batas ketuntasan (KKM) dengan rata-rata nilai 80. Pada siklus2, rata-rata nilai mencapai 87 dengan 34 siswa (100%) mencapai batas ketuntasan. Berdasarkan hasil analisis dan diskusi dalam peneilitian ini, dapat disimpulkan bahwa impelentasi pembelajaran kooperatif dengan model pembelajaran STAD dapat meningkatkan hasil belajar matematika.Abstract: The overwhelming need for mathematics comprehension for a successful life requires a learning environment that support and encourages both theoretical and practical math competency. In education, teaching mathematic should be creative and able to provide an environment where students are interested to learn mathematics.This study aimed to improve mathematic learning outcomes through the implementation of cooperative learning type STAD learning model. The method used in this research was a Classroom Action Research by conducting three meeting for each in two cycles. The result of the study in first cycle was found that 28 students (82.35%) meet the school competency with average grade 80. In the second cycle, the average of learning achievement reached 87 with 34 students (100%) meet the school competency. Based on the analysis and discussion of the research, it is concluded that the implementation of cooperative learning type STAD learning model can improve mathematic learning outcomes.

scholarly journals Students’ Perception on Pedagogical Approaches and its Relation to Exam Performance in Professional Accounting Education

2020 ◽  
Vol 16 (2) ◽  
pp. 116
Author(s):  
Nor Farizal Mohammed ◽  
Che Fatimah Che Kassim ◽  
Puteh Mariam Ismail
Keyword(s):  
Learning Environment ◽  
Best Practice ◽  
Accounting Education ◽  
Accounting Students ◽  
Exam Performance ◽  
Student Centered ◽  
Western Literature ◽  
Prior Literature ◽  
Pedagogical Approaches ◽  
Teacher Centered

With the Malaysian government’s aim to increase the number of Bumiputera professional accountants, it is important for institutions to search for efficient ways in delivering professional accounting education in order to improve the performance of students. Despite the suggestion from prior literature to adopt student-centered pedagogy, the issue is still not much explored in professional accounting education. Therefore, the aim of this study is to examine whether students’ perception on student-centered pedagogy and teacher-centered pedagogy are associated with the exam performance in professional accounting examinations. The approach of student-centered pedagogy is to promote students to actively take responsibility of their own journey of learning. This study gathered data from 88 professional accounting students in Universiti Teknologi MARA (UiTM). The results reveal that students prefer teacher-centered pedagogy. The results contrast the findings from western literature, and hence it reflects, the learning environment in Malaysia which is still passive. Additionally, the better perception of students on both pedagogies are positively significant with better exam performance, emphasizing the work of both students and teachers are essential for better exam performance. The emphasis on exam orientation in professional accounting education is seen as a limitation to implement student-centered pedagogy in professional accounting education. It implies that the classrooms in Malaysia are not adept into making a shift to empower students’ responsibility. This study adds value by highlighting the best practice that provides benefit to the professional accounting education in Malaysia. Keywords: Exam performance, Professional Accounting Education, Responsibility, Students-centered pedagogy, Teacher-centered pedagogy

scholarly journals Higher education lectures: From passive to active learning via imagery?

2017 ◽  
Vol 20 (1) ◽  
pp. 63-77 ◽  
Author(s):  
David Roberts
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environment ◽  
Visual Processing ◽  
Social Needs ◽  
Visual Aids ◽  
Marshall Mcluhan ◽  
Traditional Lecture ◽  
Passive Learning ◽  
Education Experience

An important contemporary challenge to the large-group lecture in higher education is that it encourages passive learning which is claimed to be out of sync with academic rhetoric and social needs. Attempts to change this practice have salvaged some aspects of the higher education experience for students, but they have not transformed the learning environment that is the most usual one, that is, one characterized by lectures, into an arena of active learning. This article tests recent multimedia learning propositions which claim that using certain images dislocates pedagogically harmful excesses of text, reducing cognitive overloading and exploiting underused visual processing capacities. The experiments yielded unpredicted results, which indicates that the use of certain images can also prompt students to become active co-producers of knowledge. This is not about visual aids, where images are a side-bar to a traditional lecture. This is about images as the medium through which active learning is energized. Marshall McLuhan famously remarked that ‘the medium is the message’. But for this article, the message is the medium.

scholarly journals Expanding The Accounting Education Horizon: Sensitizing Students To The Professions Societal Obligations

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Brian W. Carpenter ◽  
Daniel P. Mahoney
Keyword(s):  
Financial Reporting ◽  
Accounting Standards ◽  
Accounting Education ◽  
Financial Accounting ◽  
Accounting Students ◽  
Financial Accounting Standards Board ◽  
Teaching Pedagogy ◽  
Alternative Teaching ◽  
Setting Process ◽  
Topical Area

This paper presents an alternative teaching pedagogy that goes beyond the learning of complex rules to provide accounting students with a better appreciation for their profession’s societal obligations.  The proposed pedagogy presents students with the evolution of accounting standards in a given topical area, and challenges them to evaluate the extent to which the different stages of evolution succeeded in meeting the profession’s obligations to society.  These obligations are defined in terms of the financial reporting objectives set forth in the Concepts Statements of the Financial Accounting Standards Board.  The proposed pedagogy is offered as a means of addressing problems with respect to the more conventional “memorize these rules” method of accounting instruction.  Our aim is to develop students who take a greater interest in the standard setting process and in fulfilling its promise of meeting the financial reporting needs of society.

Developing an Impactful Diverse Literature Course for Future Librarians

2021 ◽  
pp. 25-43
Author(s):  
Alicia K. Long
Keyword(s):  
Critical Pedagogy ◽  
Learning Environment ◽  
Faculty Member ◽  
Learning Outcomes ◽  
Course Design ◽  
Children’S Literature ◽  
Authentic Assessment ◽  
Future Research ◽  
Power Structures ◽  
Assessment Of Learning

This chapter describes the development of a course about diversity in children's literature for pre-service librarians. A discussion of the pedagogical philosophy that grounds the faculty member before designing the course is presented. With a lens of critical pedagogy, the course presents a learning environment in which students analyze their place within the power structures of society. The course's design follows a structure that takes students from reflective assignments to acquiring the tools they will need to actively diversify youth collections and programs in libraries and schools. The chapter includes suggested guidelines to develop the course's learning outcomes, materials, and tools for authentic assessment of learning. It also includes samples of assignments, resources to use in the course design, and suggestions for future research.

scholarly journals KOMPETENSI INTERNASIONAL AKUNTANSI FORENSIK MAHASISWA AKUNTANSI DI BEBERAPA UNIVERSITAS DI SEMARANG

2015 ◽  
Vol 3 (3) ◽  
pp. 768 ◽  
Author(s):  
Muhammad Rizky Garuda Nusantara Bachrul Zakir Hamzah ◽  
Heri Yanto
Keyword(s):  
Canonical Variable ◽  
Accounting Education ◽  
Accounting Students ◽  
Future Research ◽  
Regression Analyses ◽  
Forensic Accounting ◽  
Multi Stage ◽  
Almost All ◽  
Accounting Graduates ◽  
Analyze Data

In the era of globalization accounting graduates equipped with international competencies would have better access to find jobs in other countries. The roles of universities in preparing their accounting graduates are pivotal. The objectives of the study is to identify the contributions of univesities in preparing their graduates to master international competencies of forensic accounting (KIAF). The population of the study are final-year accounting students of all universities in Semarang. By employing multi-stage smpling technique, the study collected 218 data. Moreover, the study used a five-point-Likert-type scale for both variables of accounting course enggagement (KMPA) and KIAF. KMPA was the proxy for measuring the process of accounting education at the university.Descriptive, correlation, and regression analyses were employed to analyze data. Almost all factors of KMPA significantly correlate with factors of KIAF. Canonical analysis shows that covariates of KMPA factors mostly correlate with canonical variable. Almost all factors of KMPA have significant contributions in building students’ competencies of forensic accounting Universities should improve the education processes of accounting to increase the KIAF. Since, the KIAF was measured using students’ perceptions, future research should focus on the impacts of KMPA on real competency of forensic accounting.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe STAD dalam Meningkatkan Minat dan Hasil Belajar Akuntansi (Studi pada Siswa Kelas XI Akuntansi SMK Negeri 2 Palu)

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Suryani Suryani
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching Method ◽  
Learning Model ◽  
Accounting Students ◽  
Student Interest ◽  
Classroom Action Research ◽  
Planning Action

The problem of this research is the low of student interest and result of a study of accounting at the students of the class of XI Ak 1, SMKN 2 Palu. This problem appears since the teaching method is still teacher-centre-learning. This problem might be solved by using the Student Achievement Division (STAD) cooperative learning model. This study is a classroom action research that aims to increase interest and learning outcomes of accounting in students of class XI SMKN 2 Palu. Research carried out in two cycles which each cycle consists of four stages: planning, action implementation, observation and reflection. The results indicate that STAD type cooperative learning model used by the teacher is done very well and student interest in learning generally is very good especially on cycle II. It can be concluded that the use of STAD type cooperative learning model can increase interest and learning outcomes accounting students in class XI Ak 1 SMKN 2 Palu.

Could learning outcomes of the first course in accounting predict overall academic performance?

2017 ◽  
Vol 10 (01) ◽  
pp. 89-98 ◽  
Author(s):  
Khalid A. Alanzi ◽  
Mishari M. Alfraih
Keyword(s):  
Academic Performance ◽  
Learning Outcomes ◽  
Linear Regression Analysis ◽  
Accounting Education ◽  
Accounting Students ◽  
Valuable Insight ◽  
Grade Point ◽  
Content Type ◽  
Future Studies ◽  
The Impact

Purpose This study aims to question whether learning outcomes of the first course in accounting could predict the overall academic performance of accounting students as measured by their graduating grade point average (GPA). Design/methodology/approach The sample of the present study was drawn from accounting students who were graduated during 2015 from a business college in Kuwait. Linear regression analysis was used to test the study's hypothesis. Findings The results indicate that there was a statistically significant association between the grade earned in the first course in accounting and the graduating GPA, which explained the significant impact of the learning outcomes of the first course in accounting on the overall academic performance of accounting students as measured by their graduating GPA, with and without controls for other factors. Practical implications The findings provide accounting educators with valuable insight into the significance of the outcomes of the first course in accounting, which would, in turn, lead to taking the necessary actions to enhance students' performances in this particular course, leading to improvements in the overall academic performance. The findings also provide academic researchers with a useful benchmark for future studies, as these findings would be expected to serve as a base for future studies in this area of research by re-examining the impact of students’ performance in the first course in accounting on the overall academic performance of accounting students in different educational environments and/or using the findings of the current study for another comparative research study. Originality/value Focusing on the impact of the learning outcomes of the first course in accounting on the overall academic performance of accounting students, rather than the other way around, the study contributes remarkably to the existing literature of accounting education, especially in developing countries such as Kuwait.

scholarly journals The Effect of Problem-Based Learning on Learning Outcomes of Accounting Students

2016 ◽  
Vol 8 (2) ◽  
pp. 135 ◽  
Author(s):  
Chih-shun Hsu ◽  
Sin-hui Yen ◽  
Wei-hung Lai
Keyword(s):  
Learning Outcomes ◽  
Problem Based Learning ◽  
Female Students ◽  
Accounting Education ◽  
Male Students ◽  
Accounting Students ◽  
Empirical Literature ◽  
Control Group ◽  
Post Test ◽  
Experimental Group

<p>This study explores the influence of problem-based learning (PBL) on the learning outcomes of accounting students. The participants in this study were sophomore accounting students enrolled in an intermediate accounting course. We adopted a pre-test/post-test design in conjunction with a questionnaire survey. Our results show that the learning outcomes of students in the PBL accounting course (experimental group) were superior to those in the control group. Further analysis revealed that male students improved more than female students, and that the improvements of the male students who had passed the preliminary accounting exam were more pronounced than those who had not passed. In the after-class survey, students in the experimental group reported that PBL encouraged self-direct learning, and promoted their ability to think and learn independently. This study adds to the empirical literature related to the application of PBL in accounting education and presents five suggestions to facilitate further research in such applications.</p>

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