The Effectiveness of Instructional Aids in Assisting Students to Understand Concepts in Principles of Accounting

This study was conducted to determine the effectiveness of instructional aids in the teaching and learning (T&L) of Principles of Accounting among form four students. This is quasi-experimental study involving 60 form four students in a secondary school in Klang, Selangor. The instructional aids utilized are concept charts, brief notes, powerpoint slides and supported by the text book. Pre-test and post-test were conducted to assess students’ performance before and after the treatment. The findings of the study found that the performance of experimental group is significantly better than the control group using the traditional approach. Consequently, the positive impact of using various aids in T&Lcannot be denied. Teachers should take the time to incorporate instructional aids in T&L to assist students learning. School administrator must provide the facilities required to encourage teachers to employ instructional aids in T&L.

TRANSFORMATION OF BASIC APPROACHES TO THE ORGANIZATION OF MANAGEMENT ACCOUNTINGUNDER THE CONDITIONS OF GLOBALIZATION

The role of the generally accepted principles of accounting for the organization of both financial accounting and management accounting in enterprises of Ukraine is determined. A number of specific principles that are not used by the financial accounting system but are the basis for management accounting are explored. It is proved that the list of principles of management accounting is more extensive than generally accepted. Three approaches to the identification of principles of management accounting are distinguished. Management accounting is based on generally accepted principles of accounting, (financial) accounting and specific principles of managerial accounting; principles of accounting (financial) accounting, general and specific principles of managerial accounting; only on general (or own) principles. The essence of the principles of managerial accounting was explored and their features were determined due to the specifics of the subsystem of accounting and the use of a variety of accounting techniques. Four global principles of managerial accounting are highlighted: communication generates information that has an impact; information is relevant; the impact on value is analyzed; intelligent management builds trust. The essence of the global principles of management accounting is revealed and their significance for key areas of activity is clarified. It is proved that nowadays the global principles of managerial accounting are recommendatory, but accounting regulators in the future offered to mandatory use by enterprises of public interest. A list of specific principles of managerial accounting is proposed; it allows deepening the disclosure of its essence, main tasks and functions. Interdependence of the principles of financial accounting and management accounting in decision making is determined. It was possible to build a pyramidal model with isolation. Given the close relationship between the principles of accounting, the global principles of managerial accounting and the specific principles of the latter, their hierarchical interdependence proposed a pyramid model of accounting principles in a globalizing environment, the use of which will allow companies of the common interest to build a rational system of managerial accounting that will meet international requirements of the accounting regulators and form a fundamental accounting and analytical framework providing management of business entities.

Teaching through Experiential Learning Cycle to Enhance Student Engagement in Principles of Accounting

This paper aims to investigate structuring classroom activities in experiential learning cycles to facilitate first-year Business and Accounting students’ engagement in principles of accounting course. The levels of student engagement and achievement in understanding accounting concepts are measured at the end of the course. The content of fundamental accounting is structured into experiential learning cycles to provide a practical model for learning accounting concepts. Two models of students learning are tested in this study are the Kolb Experiential Learning Model and Burch Engagement Model. A quasi - experimental study is implemented to test the effectiveness of an experiential learning model in improving student engagement. Lessons on Business Accounting is structured into an experiential learning cycle and delivered to an experimental group to measure the improvement in students’ engagement. Burch Engagement Model which measures students’ cognitive, emotional, and physical engagement is applied in measuring their engagement level. A pre and post-test design are employed to measure the difference in their engagement level between the control and the experimental group. The respondents of this study are a total of 112 students in Principles of Accounting course. Questionnaires and test sets are the measurement instruments used for data collection. After an eight-week exposure to experiential learning strategy, the post -test score for students’ engagement show an increase in means of the four dimensions of student engagement, with the highest mean in the cognitive in-class engagement, followed by cognitive out-of class, physical and emotional engagement. Improvement in the cognitive score is concluded to be significant across the cognitive levels of Bloom Taxonomy mainly in understanding, application, and analysis. The implications of this study involve improvement of the support system to materialize the experiential learning strategy.

The effectiveness of ‘Student Team Achievement Divisions’ (STAD) model towards students’ achievement in the Principles of Accounting subject

The purpose of this study was to determine the effectiveness of the STAD model towards students’ achievement in the Principles of Accounting subject, specifically in the Ledger topics. This study also evaluated students' understanding, motivation, attitude and interest in learning Principles of Accounting after using the STAD model. A quantitative approach with a quasi-experimental design was used. The sample selection involved Form 4 students from the social science stream comprising 30 students in the treatment group and 30 students in the control group. The research instruments used were pre-test, post-test and a survey questionnaire. The data was analyzed using the descriptive and inferential analysis. The descriptive analysis was used to describe students' perceptions of learning Principles of Accounting after using the STAD model. The inferential analysis involved analysis such as independent sample t-tests, paired sample t-tests and Pearson correlation analysis to explain the differences and relationships between the variables of the study. The findings showed that there was a significant difference between the treatment group and the control group in the post-test whereby the treatment group showed a significant and higher improvement (mean score= 18.267) compared to the control group (mean score= 15.133). The Pearson correlation analysis also showed a strong relationship (r= 0.745) between the STAD model and student achievement in post-test analysis. The results of the students' perceptions of Principles of Accounting after using the STAD model showed that their levels of understanding and motivation were high. The findings of this study showed that the STAD model improved students' achievement, understanding and motivation in Principles of Accounting subject. The implications of this study indicated that the STAD model could enhance the learning effectiveness of Principles of Accounting.