Abstract
This paper describes the introduction of a group-based project designed specifically to integrate the development of group processing skills with the teaching of technical accounting content, within an introductory accounting programme. The paper describes the context in which the research takes place, the nature of the unit, and the group assessment task. The questionnaire-based study measures students’ perceptions of the relative usefulness of study groups in developing key learning competencies. The findings of the study show that students perceive the major benefit of study groups being to learn from other group members and to actively participate in the introductory accounting curriculum. This is particularly true for international, non-English first language students. Furthermore, student feedback reflected an appreciation for being introduced to and explicitly taught group processing skills. These findings suggest that accounting educators can use study groups within a structured project, to engage learners and to assist in the development of transferable skills.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The International Journal of Learning in Higher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
