An Empirical Investigation of the Effects of SRS Technology on Introductory Managerial Accounting Students

2008 ◽  
Vol 23 (3) ◽  
pp. 421-434 ◽  
Author(s):  
Christopher T. Edmonds ◽  
Thomas P. Edmonds
Keyword(s):  
Student Response ◽  
Accounting Students ◽  
Exam Performance ◽  
Student Response System ◽  
Managerial Accounting ◽  
Percentage Points ◽  
Accounting Courses ◽  
Negative Effect ◽  
Act Score ◽  
Better Than

To investigate whether student response system (SRS) technology increases student exam performance, we conduct a quasi-experiment using six introductory managerial accounting courses. Three courses were taught using SRS technology and three were taught without using SRS technology. The students in the SRS courses performed on average 3.15 percentage points better than students in the non-SRS courses after controlling for age, gender, prior GPA, and ACT score. SRS technology was more beneficial to students with the lowest prior GPAs. The study found evidence that SRS technology helps these low-GPA students without having a negative effect on high-GPA students.

Using Socrative to Enhance Instruction in an Accounting Classroom

2017 ◽  
Vol 14 (1) ◽  
pp. 85-97 ◽  
Author(s):  
Julia Kokina ◽  
Paul E. Juras
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Real Time ◽  
Student Response ◽  
Time Response ◽  
Successful Implementation ◽  
Managerial Accounting ◽  
Graduate Level ◽  
Accounting Courses

ABSTRACT Are you interested in increasing the level of student engagement in your accounting course? You are not alone. In today's classroom, increased student engagement and active learning are desired by faculty and students alike. In this paper, we outline how to use Socrative Student Response by Mastery Connect (Socrative 2016), a variation of a real-time response tool called a “clicker.” We used this tool in both undergraduate and graduate-level managerial accounting courses. We provide a user's guide to Socrative, as well as helpful tips to ensure its successful implementation in the classroom.

scholarly journals Usage of a Web-Based Student Response System (SRS) in the Classroom: An Analysis of Accounting Students’ Perception

2021 ◽  
Vol 9 (1) ◽  
pp. 134-151
Author(s):  
Vitor Hideo Nasu ◽  
Luís Eduardo Afonso ◽  
Daniel Ramos Nogueira
Keyword(s):  
Active Learning ◽  
Empirical Studies ◽  
Education Institution ◽  
Accounting Education ◽  
Student Response ◽  
Accounting Students ◽  
Student Response System ◽  
Educational Goals ◽  
Web Based ◽  
Response System

Objective: Investigate the accounting students’ perception on the use of a web-based student response system (SRS), called Kahoot!, in a public higher education institution in Brazil. The web-based SRS is a relatively recent technology tool that can contribute to provide an active learning environment. Background: The paper reviews the SRS literature and highlights its usage benefits and challenges. Also, the study presents empirical studies carried on SRS thus far that offered theoretical support for the discussion of the findings. Method: Data were collected from 77 students through survey. The survey was designed based on prior SRS literature, containing two parts. The first one asked for the students’ demographics; and the second one comprised 22 questions to capture two constructs: “Perception of Use” (18 questions) and “Overall Satisfaction” (6 questions). Surveys were applied in loco. Results: The Cronbach's Alpha coefficient indicated high internal consistency among the items that measured both constructs. We also found that the SRS assists in classroom interactivity, promote greater involvement, and was adequate as a didactic tool. Students also thought that the SRS may have the potential to improve their learning and were generally satisfied with it. Contribution: The study contributes to teaching methods in accounting education by bringing evidence of efficacy of a web-based SRS from accounting students’ perspective. It also shows promising results when using SRS in accounting classes, especially when interactivity and active learning are considered educational goals.

scholarly journals Teaching Special Decisions In A Lean Accounting Environment

2010 ◽  
Vol 3 (6) ◽  
pp. 91-96 ◽  
Author(s):  
Daniel Haskin
Keyword(s):  
Accounting Students ◽  
Future Cost ◽  
Managerial Accounting ◽  
Value Stream ◽  
Lean Enterprise ◽  
Enterprise Model ◽  
Accounting Courses ◽  
Accounting Environment ◽  
Lean Accounting ◽  
The Impact

Lean accounting has become increasingly important as more and more companies adopt the lean enterprise model or some variation of it.  Cost and managerial accounting textbooks continue to use, almost exclusively, models based on standard overhead absorption, which if used in a lean environment will not accurately reflect the benefits from the movement to a lean enterprise and may distort the impact of the changes.  Because of these developments, accounting students should be exposed to lean accounting models beyond a brief introduction in their basic cost and management accounting courses.  This paper presents a model for teaching decision making in a lean company which uses value stream costing for such decisions as special orders and make-or-buy decisions. The use of these models in cost and managerial accounting classes will be of benefit to the future cost/managerial accountants.

Innovative New Apps and Uses for the Accounting Classroom

2016 ◽  
Vol 14 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Veronica Paz
Keyword(s):  
Student Engagement ◽  
Student Response ◽  
Future Research ◽  
Student Response System ◽  
Audience Response ◽  
Instructional Technologies ◽  
Managerial Accounting ◽  
Course Performance ◽  
Response System ◽  
Course Grades

ABSTRACTNew instructional technologies provide educators with opportunities for student engagement and collaboration. As technology evolves, educators will spend more time identifying and testing new platforms. This instructional resource paper reviews several recent innovative technologies by providing brief descriptions, pricing, and current and potential uses. More specifically, this paper examines Doceri and DisplayNote in detail. My results from analyzing exam scores and course grades identified that the use of Doceri improves overall course performance in an introductory managerial accounting class. Poll Everywhere is an audience response system using mobile phones, Twitter, and the web in place of clickers. Student surveys suggest that the use of the Poll Everywhere app encourages questions and class discussions. Students perceived they participated more, and the class provided more illustrative examples with the utilization of the Poll Everywhere app. Top Hat is a cloud-based classroom and student response system used to increase student engagement during lectures using cell phones, tablets, or other devices. Finally, nClass and Asana are new tools to consider for classroom adoption and future research.

Are Accountants Made or Born? An Analysis of Self-Selection into the Accounting Major and Performance in Accounting Courses and on the CPA Exam

2016 ◽  
Vol 32 (3) ◽  
pp. 33-50 ◽  
Author(s):  
Allen D. Blay ◽  
M. G. Fennema
Keyword(s):  
College Education ◽  
Data Availability ◽  
Accounting Students ◽  
Managerial Accounting ◽  
High Performing ◽  
Accounting Courses ◽  
Cpa Exam ◽  
And Performance ◽  
First Time ◽  
Accounting Major

ABSTRACT This study examines whether college students self-select into the accounting major based on accounting decision-making ability that they bring with them to their first accounting course and whether such ability is associated with performance in accounting coursework and on the CPA Examination. We analyzed the performance on three financial and managerial accounting-related tasks of 1,110 students prior to taking a principles of financial accounting course for the first time. We found that students who intend to be accounting majors performed no better on these tasks than other first-time accounting students. However, we found a strong correlation between performance on these tasks and ultimate performance in accounting courses and on the CPA Examination after controlling for measures of intelligence, academic performance, task effort, and demographic factors. Thus, we conclude that high-performing accounting majors start their college education with a greater ability to perform at least some accounting-related tasks, but that those students do not self-select into the accounting major based on these abilities. In a follow-up study upon completion of their accounting degree, we found that students with lower incoming ability to complete these tasks were not able to catch up with their higher-ability accounting major peers. In addition, they did not improve performance on the accounting-related tasks any more than a lower-ability non-accounting major despite having earned an accounting degree. Data Availability: Data are available from the authors upon request.

PENGARUH MOTIVASI, KREATIFITAS, DAN MENTALITAS TERHADAP PENDIDIKAN AKUNTANSI PADA PERGURUAN TINGGI SWASTA DI KOTA PADANG

2013 ◽  
Author(s):  
Lisa Fitriani Rahman
Keyword(s):  
Hypothesis Testing ◽  
Private Universities ◽  
Sampling Technique ◽  
Accounting Education ◽  
Accounting Students ◽  
Primary Data ◽  
Accounting Curriculum ◽  
Accounting Courses ◽  
Almost All ◽  
The City

Accounting education is taught in some private universities has impressed as stagnant knowledge, mechanical, and oriented material that causes a lot of students in general become saturated in the learning process. In Indonesia at several universities, almost all accounting courses little or no charge to enter the motivation, creativity, and mentality in the accounting curriculum-based motivation, creativity, and mentality can only he done well when formulated in a more complete firm of the curriculum. Therefore, this study examines the effect of motivation, creativity and mentality in accounting education to obtain empirical evidence. In this study using primary data obtained through questionnaires from a list of questions posed to accounting students in private universities in the city of Padang. The sample in this study was conducted with a purposive sampling technique where the sampling method was based on certain criteria, namely : involving student participants who majored in accounting class of 2010, 2011, and 2012 who had studied the sciences and overall accounting associated with accounting. Testing the hypothesis of this research is conducted with multiple regression analysis. The first hypothesis testing results found that motivation does not significantly influence accounting education in private universities Padang. The second hypothesis testing results found that creativity significantly influence accounting education in private universities Padang. The third hypothesis testing results found that significantly influence the mentality of accounting education in private universities Padang.

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

2021 ◽  
pp. 095042222110550
Author(s):  
Naveed Yasin ◽  
Sayed Abdul Majid Gilani ◽  
Gayatri Nair
Keyword(s):  
Student Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
Student Response ◽  
Student Response System ◽  
Technology Enhanced Learning ◽  
Response System ◽  
Qualitative Thematic Analysis ◽  
Template Analysis ◽  
Depth Analysis

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

Using Kahoot! to Gamify Learning in the Language Classroom

RELC Journal ◽  
2021 ◽  
pp. 003368822110402
Author(s):  
Lucas Kohnke ◽  
Benjamin Luke Moorhouse
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Language Teachers ◽  
Student Response ◽  
Student Response System ◽  
Clear Understanding ◽  
Classroom Dynamics ◽  
Language Classroom ◽  
User Friendly ◽  
Language Content

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product that has been particularly popular due to its user-friendly interface and focus on motivation, enjoyment and competition is Kahoot! ( https://kahoot.com ) – a game-based student response system in which the teacher takes on the role of a game show host with the students as contenders. Kahoot! can enhance the language classroom by making the introduction of new content (e.g. definitions, tenses or collocations) and the consolidation of knowledge more interactive and visible, helping learners reach mastery of the language content. Although Kahoot! has been a popular platform since its launch in 2013, its utility in the language classroom has yet to be fully explored. Furthermore, to be used effectively, teachers need a clear understanding of its subject-specific affordance and limitations. Therefore, this review explores how language teachers can use Kahoot! to improve student engagement – and potentially academic performance – by gamifying learning. Notably, only the free version of Kahoot! is examined.

The effect of soil temperature and light on sprouting and rooting of root cuttings of hybrid aspen clones

2005 ◽  
Vol 35 (11) ◽  
pp. 2671-2678 ◽  
Author(s):  
N Stenvall ◽  
T Haapala ◽  
S Aarlahti ◽  
P Pulkkinen
Keyword(s):  
Soil Temperature ◽  
Populus Tremuloides ◽  
Hybrid Aspen ◽  
Light Conditions ◽  
Dark Treatment ◽  
Sand Mixture ◽  
Negative Effect ◽  
Soil Temperatures ◽  
Time Required ◽  
Better Than

Root cuttings from five clones of hybrid aspen (Populus tremula L. × Populus tremuloides Michx.) obtained from 2-year-old stock plants were grown in a peat–sand mixture (soil) at four soil temperatures (18, 22, 26, and 30 °C). Half of the cuttings were grown in light and the rest in darkness. The root cuttings that were grown at the highest soil temperature sprouted and rooted significantly better than the cuttings grown at the lower temperatures. Light did not affect the sprouting of root cuttings but did have a negative effect on their rooting. Moreover, the clones varied significantly in sprouting and rooting percentages, as well as in the time required for sprouting. In general, higher soil temperatures hastened sprouting of the cuttings. Sprouting was also faster in the light than in the dark treatment. Differences in soil temperature, light conditions, or clone had no significant effect on rooting time.

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