Financial Accounting Course Research Articles

Separate worlds: The influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall

The purpose of this study was to examine the influence of students' seating location in a large, lecture-style university course on student engagement, attention, classroom learning experience, and course performance. Participants (N = 407) were students in two cohorts of an undergraduate financial accounting course at a large university in the United States. They participated in the Experience Sampling Method measuring their self-reported seating location, engagement, attention, and other experiential dimensions throughout the one-semester course. Results showed that students reported lower engagement, attention, and quality of classroom experience when sitting in the back of the classroom than when sitting in the middle or front. Those sitting in the back of the classroom most of the time also received lower course grades. Engagement, attention, and other experiential factors mediated the influence of seating location on course grade. Multilevel models revealed both within-student and between-student effects of seating on classroom experience.

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

ABSTRACTThis 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.

The Effect of Freemind on Students’ Performance in an Advanced Financial Accounting Course

This study examines the effect of using an application of a computer-assisted teaching tool in enhancing the dissemination of knowledge to students in improving their understanding and performance of a course. This study was conducted on undergraduate students who sat for an advanced financial accounting course. The teaching tool known as Freemind was introduced in the class with the aim to mitigate the possibility of knowledge dissemination breakdown due to the reduction of meeting hours of this course from 4 to 3 hours and application of a mass lecture of over 90 students. Based on 160 students as the sample study, this study shows a significant increase in the results of the students when Freemind was adopted as the teaching tool compared to those students who were taught using PowerPoint. This study provides some evidences that students’ performance in advanced financial accounting could be improved with the assistance of Freemind.

Incorporating Sustainability Issues Into The Financial Accounting Curriculum

Changes in the views that society holds of capital allocation suggest that sustainability reporting needs to be incorporated into the financial accounting curriculum. This paper reviews the background and history of corporate social responsibility and sustainability reporting and discusses formation of the Sustainability Accounting Standards Board (SASB). The development of the SASB provides us with a framework to enhance the credibility and provide assurance for corporate social responsibility and sustainability reporting. A suggested outline for including sustainability reporting in a financial accounting course is presented.

Knowledge structures and their relevance for teaching and learning in introductory financial accounting

The structure of knowledge within a discipline has implications for the teaching and learning within the discipline. This research examines how the hierarchical knowledge structure found in accounting impacts on the teaching and learning which takes place in the first-semester introductory financial accounting course. Students used online questionnaires and interviews to explain how they engaged with the discipline and describe the difficulties they experienced during the semester. Bernstein's pedagogic device and Maton's Legitimation Code Theory were used to analyse the structure of knowledge within the discipline and as theoretical lenses through which to view these students’ perceptions. This research provides a theoretical explanation for the impact that a hierarchical knowledge structure has on teaching and learning within the discipline; how students need to develop a “trained gaze” and thereby gain mastery over the “procedures of investigation” to be able to produce the “legitimate text” required for success in the course. This research also explains why some students experience a “code clash” and the implications this has for their success in the discipline. Other pedagogical difficulties which were experienced by these students, as a result of the hierarchical knowledge structure within the discipline, are also discussed. In addition to providing a better understanding of the phenomena that drive or hinder student learning, which could contribute towards improving pedagogy and hence student learning, theorising these concepts provides a common language to enable more informed debate on these issues.

English

The main objective of the current study is to investigate whether ethical sensitivity and selfesteem affect the academic performance of business students in financial accounting course. Also, the relationships among self-esteem - ethical sensitivity - cynicism were examined. The data was gathered from students in undergraduate business program of one public university in Turkey via questionnaire. Factor, reliability and regression analyses were conducted to analyze the data and to test hypotheses of the study. The results showed that ethical sensitivity and selfesteem have positive effect on academic performance. Self–esteem has positive impact on ethical sensitivity. In addition, results displayed that cynicism negatively affects the ethical sensitivity of students. It was also found that ethical sensitivity has mediation effect on the relationship between self-esteem and academic performance.

Examination of the misconceptions that occur in students in Financial Accounting course

Son 20 yillik surec incelendiginde finansal alanda yasanan muhasebe skandallari insan hayatini farkli yonlerle derinden etkilemis ve ulkeleri muhasebe sistemleri hakkinda duzenlemeler yapmaya ve onlemler almaya itmistir. Ulkelerin almasi gereken onlemlerin ve yapmasi gereken duzenlemelerin, basta muhasebe egitiminde yapilmasi gerektigi aciktir. Muhasebe egitimi farkli muhasebe dersleriyle yapilmaktadir. Muhasebe egitiminin temelleri finansal (genel) muhasebe adli derste atilmaktadir. Bu derslerde ogrencilerin yasadigi zorluklarin ve edindigi kavram yanilgilarinin tespit edilmesi ileride muhasebe adina yasanacak yanlisliklari gidermede etkili olacaktir. Bu calismada ogrencilerin muhasebe egitimi sirasinda yasayabilecegi kavram yanilgilari uygulanan anketler ve ogrencilere yaptirilan kavram haritalari ile tespit edilmeye calisilmistir. Yapilan anketler SPSS istatistiksel analiz programiyla analiz edilmistir. Bulunan kavram yanilgilari tablolar yardimiyla daha gorsel hale getirilmeye calisilmistir.

Rethinking Managerial Reporting

Rethinking Managerial Reporting

Using a course redesign to address retention and performance issues in introductory accounting

This article describes how one accounting program addressed declining retention rates and student performance issues with a focused course redesign of its introductory financial accounting course. The course redesign unites (a) the notion of promoting a thorough comprehension of “core competencies” rather than providing a cursory acquaintance with a broader variety of less critical ancillary topics; (b) an assortment of “continual review” techniques designed to maximize retaining the in-depth knowledge attained; and (c) utilization of a variety of stimulating and effectual technological enhancements to engage students and foster an active learning environment in the course. Anecdotal evidence gathered and limited empirical analysis suggests that the redesign endeavors have increased performance, enhanced student retention, and stimulated growth in the number of accounting majors relative to enrollment growth in the college of business. This approach, or any of several variants, can be adopted by other accounting programs to address similar issues. With many institutions currently facing declining enrollments and student retention along with accompanying financial consequences, our experience provides a timely potential remedy.

Using concept maps to provide an integrative framework for teaching the cost or managerial accounting course

Abstract Accounting students often perceive their beginning cost or managerial course as lacking a framework with which they can organize the material. They have usually completed a beginning Financial Accounting course recently where the accounting equation provides such a framework. This makes the lack of a framework in their next course even more problematical. This paper provides a framework for integrating topics in the cost/managerial course to enhance learning. The framework uses hierarchical concept maps as the integrating mechanism. Concept maps provide a visual presentation method based on the theories of learning and knowledge. Assimilation learning theory posits that the difference between meaningful learning and rote learning depends upon whether or not the new information is integrated with, and connected to, existing knowledge. Meaningful learning takes place most easily when broader concepts are presented first and detailed ones that provide support are furnished later. Hierarchical concept maps are organized in such a fashion, with the more general, inclusive concepts at the top of the map, and progressively more specific concepts arranged below them. Concept maps are a way to develop logical thinking and study skills by revealing connections and helping students see how individual ideas form a larger whole. The paper provides a detailed discussion of how to proceed with the concept maps as building blocks in the course. This can help the instructor organize their presentation in a logical manner aimed at enhancing student learning. We also provide a comprehensive numerical example to reinforce the process over the course of the semester.

Does previous collegiate academic experience affect students' performance?

The aim of this study was to expose and assess the impact of previous collegiate academic experience on the academic performance of students studying Principles of Financial Accounting (II). This study attempts to provide comparative evidence for the harmonisation of international accounting education. Correlation and linear regression (OLS) analyses using a sample of 1,571 students, who were enrolled in 35 sections of a Principle of Financial Accounting (II) course during the period from 2001 to 2013 at the College of Business Studies in Kuwait, were used to test the study's hypotheses. The results indicated that there was a statistically significant and negative relationship between previous collegiate academic experience and students' performance, which explained the influence of previous collegiate academic experience on students' performance, with and without controls for other factors. The study concludes by considering the implications of these findings for the administration team of the College of Business Studies, for similar educational institutions, and for instructors, as well as suggests avenues for future research.

The Influence of Prerequisite Grades on Students’ Performance: Further Evidence from Kuwait

The objective of this study is to perform an empirical investigation of the influence of prerequisite grades on the academic performance of students studying Principles of Financial Accounting (II). This study attempts to provide comparative evidence for the harmonization of international accounting education. Correlation and linear regression analyses using a sample of 147 students who were enrolled in four sections of a Principles of Financial Accounting (II) course at the College of Business Studies in Kuwait during the 2012/2013 academic year were used to test the study’s hypotheses. The results indicate that there was a statistically significant and positive relationship between prerequisite grades and students’ performance which explained the influence of prerequisite grades on students’ performance. The study concludes by considering the implications of these findings for the administration team of the College of Business Studies, for similar institutions, and for instructors, and suggests avenues for future research.

Learning Logs: Incorporating Writing-to-Learn Assignments into Accounting Courses

ABSTRACTThe writing across the curriculum movement advocates using Writing-to-Learn (WTL) assignments to facilitate learning. The basic premise of WTL assignments is that students learn concepts better when they write about them. This article discusses the pedagogical theories relating to WTL that were used to design and implement learning logs in an introductory financial accounting course. Learning logs are two-page papers requiring students to interpret and apply accounting concepts. One learning log assignment requires students to prepare a whistleblower letter reporting a fraud that they have observed. Other learning log assignments are based on current events such as a dividend announcement by Apple and a stock split proposal by Google. This paper describes student learning goals, presents learning log assignments, provides sample student responses, and includes a discussion of classroom experience. Student survey responses indicate that students perceived the learning logs as useful for promoting learning outcomes. A regression analysis of exam scores on learning log indicator variables suggests learning logs increase content comprehension. While the WTL examples in the article focus on topics covered in the introductory accounting course, the WTL strategies presented and discussed in this article can be incorporated into any class in the accounting sequence.

Does Participation in a Computer-Based Learning Program in Introductory Financial Accounting Course Lead to Choosing Accounting as a Major?

The authors examine whether students who completed a computer-based intervention program, designed to help them develop abilities and skills in introductory accounting, later declared accounting as a major. A sample of 1,341 students participated in the study, of which 74 completed the intervention program (computer-based assisted learning [CBAL]) and the rest did not (no computer-based assisted learning [NoCBAL]). The proportion of students who enrolled in an intermediate course and their mean grade point average, and the proportion that declared accounting as a major, were compared. The results show that a larger proportion of CBAL students declared accounting as a major compared to NoCBAL students.

SEPTEMBER 2014 PLACEMENT ADS

SEPTEMBER 2014 PLACEMENT ADS

Integrating Financial Literacy Concepts into the Introductory Financial Accounting Course

Financial illiteracy is a growing problem in this country and college students are amongst those not knowing enough about personal finance. However, few colleges and universities require or offer a course in personal finance, but we believe accounting educators are uniquely qualified to improve their students’ financial literacy. This paper describes an effective and efficient way to introduce some basic personal finance concepts to freshman business students in a Financial Accounting course while minimizing class time. In addition, the assignments require an active writing learning approach which addresses the numerous calls for incorporation of writing assignments into the business school curriculum. The assignments improved students’ interest in personal finance, made connections to the Financial Accounting course creating a more interesting and relevant course, and provides a rewarding teaching experience for instructors. Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Times New Roman; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}

Evaluating Financial Results at Graphic Apparel Corporation (GAC): The Impact of Accounting Policies

ABSTRACT This case requires students to evaluate financial reporting practices adopted by a small apparel company. The company's owner/manager has recently taken the business in a new direction, and is asking for help in determining whether the company's existing financial accounting policies continue to be appropriate and how alternative policies would affect the reported financial results. This case will require students to apply knowledge of financial accounting and financial statement ratios to judge the appropriateness of selected accounting policies. This case is designed for use in introductory and intermediate financial accounting courses that aim to develop students' critical thinking skills.

Using Pacioli’s pedagogy and medieval text in today’s introductory accounting course

Students today see little relevance in learning double-entry bookkeeping and find it difficult to learn how to prepare journal entries correctly. In particular, they struggle with the first stage of the double-entry process: identifying which accounts are to be debited and which are to be credited for each transaction. This paper reports on an attempt to overcome this situation by using the first printed instructional text on the subject (Pacioli, 1494) as the principal textbook on a 20-hour component of the introductory financial accounting course in an undergraduate accounting degree program. Instruction followed the pedagogy presented by Pacioli and only minimal additional costs to faculty were incurred. The innovation was successful. In their assessment, students not only demonstrated that they had learned, understood, and were able to draft the correct entries to make into the Journal, they did so correctly to an extent that exceeded expectations.

The Key Contributing Factors of Non-accounting Students’ Failure in the Introduction to Financial Accounting Course

Abstract This paper examines the ranking of contributing factors of failure in the examination result of non-accounting students in completing an Introduction to Accounting course. A questionnaire survey was conducted to a total of 142 non-accounting students who took Introduction to Accounting course for a semester. The results reveal that the major contributing factors of failure are this subject being a non preferred course, non availability of lecturers after class hours, ambiguous questions in the final exam and accommodation problems. In addition, by using chi-square analysis, the result also shows that proportion of male students who passed is significantly different to the proportion of female students who passed the exam. The result also shows that there is a significant relationship between prior knowledge in accounting and performance in Introduction to Accounting course. This study is unique as it considers the students performance in a subject that is not the main discipline of the students (i.e., accounting course for non-accounting students).

A Practice-Based Statement of Cash Flows Learning Experience: An Initial Public Offering for Contempri Homes?

ABSTRACT This case presents intermediate-level accounting and finance students with the task of constructing a U.S. GAAP-based statement of cash flows and performing financial and non-financial analysis to inform a decision about whether a company—Contempri Homes—should undertake an IPO. Students use a rich data set of recent financial statements, financial disclosures, and financial and operating data to prepare the company's statement of cash flows, conduct analysis, and make written recommendations regarding the proposed IPO. Case learning objectives include (1) simulation of accounting practice in a realistic setting, (2) development of a holistic view of the financial statements, (3) practice in cash flows financial reporting and analysis, and (4) practice in analyzing financial and non-financial factors for decision making. The case is designed specifically for the second intermediate financial accounting course and is well suited for use in other intermediate- or advanced-level financial accounting or finance courses.