Abstract
Our goal is to measure the overall perceived effectiveness of supporting and supplemental instruction (SSI) in a more critical teaching pedagogy. SSI focused on improving student performance explicit in an effort to foster measurable improvements in students’ failure rates and student retention rates in the introductory accounting classes taught in the School of Business. Descriptive data obtained is expected to demonstrate that the (SSI) strategy does indeed improve student performance and retention rate. Further studies could explore whether such strategies could potentially improve upon students’ critical thinking skills and enhance educational programming and student counseling services.
Highlights
Our goal is to measure the overall perceived effectiveness of supporting and supplemental instruction (SSI) in a more critical teaching pedagogy
Implication: This study highlights the importance of such tutorial services as Supporting and Supplemental Learning (SSI) or StudentLearning-Group (SLG) for students in university education, especially in their first year’s study
In their first year of the bachelor program, fundamental concepts of various accounting topics such as accrual accounting are the corner-stones for students who move up to higher and more challenging accounting courses
Summary
Our goal is to measure the overall perceived effectiveness of supporting and supplemental instruction (SSI) in a more critical teaching pedagogy. SSI focused on improving student performance explicit in an effort to foster measurable improvements in students’ failure rates and student retention rates in the introductory accounting classes taught in the School of Business. Further studies could explore whether such strategies could potentially improve upon students’ critical thinking skills and enhance educational programming and student counseling services. The relevance of Business school education, especially the expectations of graduates’ business decision making skills in the workplace, is under scrutiny (Tushman, O’Reilly, Fenollosa, Kleinbaum, & McGrath, 2007). Introductory accounting courses constitute a key foundation of business school graduates’ competencies and as such they are fundamental in building the tools for business decision making and critical thinking skills (Etter, Burmeister & Elder, 2000)
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