Financial Accounting Course Research Articles

Digital Advanced Financial Accounting Learning Analysis

Advanced Financial Accounting learning is classified as a learning whose material is quite dense and complicated because there is a calculation of accounting financial data and requires a deeper understanding. Therefore, in learning Advanced Financial Accounting, it is not only necessary to have material delivered from within the classroom, but also to deepen the material from various other sources or applications supported by digital technology. This study aims to find out whether the use of digital technology in advanced financial accounting learning can increase the effectiveness of student learning. The method used in this study is a qualitative descriptive method with data collection techniques using questionnaires and interviews. The research involved 8th semester Open University students from UPBJJ-UT Semarang (Salut Cempaka Pati), Faculty of Economics, Accounting Study Program who took the Advanced Financial Accounting course with the name of Accounting 8 class as many as 29 students and 1 lecturer in the Advanced Financial Accounting course. The results of this study show that the use of digital technology can increase the effectiveness of student learning which can be seen from several aspects such as the frequent use of digital technology, the growth of learning motivation from students in learning Advanced Financial Accounting, the ease of using digital technology, and increasing student understanding in the development of Advanced Financial Accounting materials.

Pengaruh Locus of Control dan Lingkungan Kampus Terhadap Personal Financial Management yang Dimediasi oleh Hasil Belajar Akuntansi Keuangan Menengah 1 Mahasiswa Program Studi Pendidikan Akuntansi

The purpose of this research is to determine the effect locus of control and the campus environment towards personal financial management which is mediated by the learning outcomes of Intermediate Financial Accounting 1. This type of research is quantitative research with data collection techniques using questionnaires. The population of this study were students of the Accounting Education Study Program class 2020 – 2022 who had taken the Intermediate 1 Financial Accounting course and the sampling technique used simple random sampling. The data analysis technique uses SPSS version 29 analysis. The results of the research are 1) there is a positive and significant influence locus of control and AKM 1 learning outcomes towards personal financial management, 2) there is no influence between the campus environment and personal financial management, 3) there is a positive and significant influence locus of control and the campus environment on AKM 1, 4) learning outcomes simultaneously locus of control, campus environment, and AKM 1 learning outcomes influence personal financial management, 5) AKM 1 learning outcomes are able to mediate locus of control and the campus environment towards personal financial management.

Pengaruh Penerapan Model Project Based Flipped Classroom Learning Terhadap Hasil Belajar Akuntansi Keuangan

This research aims to prove whether or not there is an influence from implementing the project based flipped classroom learning model on student learning outcomes in the introductory financial accounting course. This type of research uses a quasi-experimental research type with the matching-only posttest-only control group design. The subjects in this research were entry-level students at the Economics Education Study Program, Faculty of Teacher Training and Education, Jambi University. The data collection instruments in this research used test questions. The data analysis technique in this research uses descriptive data analysis techniques and comparative tests of two independent samples. This research obtained results that the average score of the experimental class was higher than the control class and based on the Mann Whitney U test, there was a significant difference between the scores of the experimental class and the control class, which can be concluded that there was an influence of the application of the project based flipped classroom learning model on the results students study in an introductory financial accounting course.

EXAMINING FINANCIAL LITERACY LEVELS AMONG UNIVERSITY STUDENTS: A SURVEY STUDY IN AFYONKARAHISAR

Individuals' awareness of their daily financial decisions directly affects their economic well-being. Therefore, it is crucial for educational institutions to provide students with basic financial knowledge through curriculum programs supporting financial literacy. This study aims to assess the impact of financial management and accounting courses in universities on the body of financial literacy knowledge of students. The study draws on the data obtained from a survey of the students at the Faculty of Economics and Administrative Sciences at Afyon Kocatepe University. The survey was conducted on a sample of 838 students during the spring semester of the 2021-2022 academic year. Research data were analyzed using frequency analysis and chi-square test with the SPSS 23.0 software package. The findings reveal that, overall, students have low levels of financial literacy. However, the results indicate that finance and accounting courses play a significant role in increasing financial literacy levels.

Laughing to learn: harnessing student-developed memes in financial accounting classrooms

ABSTRACT This paper investigates the effect of using student-developed memes on students’ learning experience. It sheds light on the perceived usefulness of memes, a non-traditional active learning tool, and their effect on students’ performance in class quizzes. The study employs survey questionnaire and focus group design to collect data from classes of undergraduate introductory financial accounting course at a leading public university in Egypt. Results show that developing memes significantly enhanced students’ perceived engagement in class and interest in the course, which was generally viewed as boring. Students’ scores in class quizzes significantly improved relative to prior scores before developing memes and compared to scores of students who did not develop memes. This paper contributes novel evidence to a growing body of research on the impact of active learning in accounting education and suggests creative learning/teaching tools and areas of improvement for consideration in accounting education practices.

Adaptation and growth: a start-up’s resilience in the face of crisis and preparation for the future

Research methodology The case uses secondary data. The data was collected from the company’s founder. Case overview/synopsis ParisZigzag is a media-experiential company engaging in media-related activities, such as content creation on social networks, designing and producing books and magazines, with a distinct focus on lifestyle themes. Additionally, the company organizes tours and cultural events in Paris that resonate with and enhance specific lifestyle choices or cultural identities. The company uses both online media and events as tools for advertising, allowing brands and companies to enhance their visibility among audiences. During the global health crisis, the capacity to swiftly adapt and transform proved to be a critical factor for ParisZigzag. This case study shows how a fast-growing startup could cope with an uncertain and threatening economic and health environment, in particular: 1. entrepreneurs’ reactions to crisis and the crucial role of resilience in responding quickly and constructively to crises and ensuring a startup’s survival; and 2. the significance of proactive planning for future strategies and adapting the business model to tackle forthcoming challenges. Complexity academic level This instructional case can be used in financial and managerial accounting courses and entrepreneurship courses of the graduate or undergraduate level of business programs. This case requires fundamental knowledge in accounting and management.

Analyzing Depreciation: A Financial Accounting Data Analytics and Visualization Case

ABSTRACT This case uses a financial accounting context to help instructors incorporate data analytics in the accounting curriculum. The case’s flexible design allows it to be used in a data analytics or financial accounting course for instructors with little to no data analytics experience. For an analytics course, students extract, transform, and load fixed asset and depreciation data from a company’s five sites. Students will then validate the accuracy and completeness of the data by creating visualizations. The case can be accomplished using any data analytics tool; Teaching Notes are presented using Power BI. The case and Teaching Notes include modifications for a financial accounting course where students are given data visualizations to identify depreciation anomalies (where no analytics software is required). An extension for audit courses is also discussed. The case serves to develop students’ analytics skills while simultaneously reinforcing their understanding of depreciation concepts.

Assuring Academic Integrity of Online Testing in Fundamentals of Accounting Courses

Demand for online courses continues to grow. To remain competitive, higher education institutions must accede to this demand while ensuring that academic rigor and integrity are maintained. The authors teach introductory Fundamentals of Financial and Managerial Accounting courses online. Previously, there was no proctoring of the exams. Prior experience teaching these courses led the professors to suspect a high likelihood that academic integrity on these tests was low and that cheating was high. To address academic integrity concerns, the professors utilized a remote proctoring service employing a lockdown browser with screen and webcam monitoring. The program monitors the students remotely, recording sound, video and the information appearing on the students’ screens. The videos are reviewed for detectable instances of breach of academic integrity prior to releasing the grades. Data was collected and analyzed for the average exam scores prior to and after the implementation of the remote proctoring software. The data analysis reveals a significant difference in the two sets of scores, with the average exam scores after the implementation of the remote proctoring being significantly lower than the ones before implementation. These results indicate that concern about academic integrity in online test taking in the accounting curriculum is valid.

Does Student Engagement Impact Learning Differently in Face-to-Face and Virtual Accounting Classes?

ABSTRACT This paper investigates how student engagement impacts learning in face-to-face and virtual classes. Our setting is an introductory financial accounting course taught by three instructors face-to-face in fall 2019 and virtually in fall 2021. Our proxy for student engagement is the accuracy of responses to in-class group polling questions. We measure learning using final exam scores. We hypothesize and find that higher levels of student engagement resulted in better scores on the final exam in both the face-to-face and virtual classes but that over the course of the semester engagement declined faster in the virtual classes than in the face-to-face classes. We also find that the decline in engagement contributed to lower final exam scores in the virtual classes relative to the face-to-face classes. Taken together, these findings highlight some of the challenges faced by educators when delivering content virtually. Data Availability: Data are available from the authors upon request.

Be an Expert: A Critical Thinking Approach to Responding to High-Profile Cybersecurity Breaches

ABSTRACT This case examines three high-profile cybersecurity breaches to illustrate how organizations respond to these situations. Students explore breaches involving Capital One, Equifax, and Target and apply critical thinking to examine attack details, breach prevention, and breach responses by assuming the roles of security consultants, chief information officers, and internal auditors. The case objectives include (1) summarizing how organizations respond to cybersecurity breaches, (2) evaluating threats to organizations’ cybersecurity infrastructure, and (3) justifying how accountants and auditors may respond to cybersecurity breaches. This case is designed for undergraduate- or graduate-level accounting information systems, auditing, information technology (IT) auditing, internal auditing, and fraud examination classes and can be extended for intermediate or advanced financial accounting courses. This case provides instructor flexibility, as the class can be split into three groups with each group assigned as the expert on one breach or one or more breaches can be assigned to all students.

The (Exit) Price of a Horse: Finding the Fair Value of an Unusual Nonfinancial Asset

ABSTRACT Students are placed in the role of a new employee in the mergers and acquisitions division of a regional accounting firm performing due diligence on a potential acquisition target for their client. Their task is to determine the fair value of a group of unusual nonfinancial assets, the horses owned by the target company, an equine training business. Students evaluate the horse’s highest and best use, identify market participant assumptions, create valuation models, determine the exit price, and perform a sensitivity analysis. Appendix A describes the equine industry and provides a source for many of the necessary valuation assumptions. This case study is complementary to cases where students calculate fair values in more traditional settings and is designed to push them outside their comfort zone while emphasizing that the same familiar concepts apply. The case is recommended for use in advanced financial accounting courses at the undergraduate or master’s levels. JEL Classifications: M41.

ChatGPT and academia on accounting assessments

ChatGPT is considered a risk and an opportunity for academia. An area of threat in contemporary settings is whether it can become a student agent for assessments in academia. This study determines how ChatGPT can become a human agent for students on two financial accounting course units, multiple choice question assessments. The study provided five numerical-based and five narrative-based multiple choice questions. There were ten questions for the Introductory Financial Accounting and 10 for the Advanced Financial Accounting course units. ChatGPT received one question at a time requesting a solution. In the Introductory Financial Accounting section, ChatGPT produced incorrect answers because it incorrectly assumed the underlying assumptions contained in those questions. In Advanced Financial Accounting, ChatGPT presented incorrect answers because of the complexity of the task contained in those questions. ChatGPT demonstrated similar competencies in providing solutions to numerical-based and narrative-based questions. ChatGPT obtained the correct answers to sit in the 80th percentile in the Introductory Financial Accounting course unit assessment and the 50th percentile in the Advanced Financial course unit assessment. ChatGPT4 showed improved performance, with the 90th percentile for Introductory Financial Accounting and the 70th percentile for Advanced Financial Accounting. The findings indicate that the knowledge construct requires reflective thinking with ChatGPT in the ecosystem, and what is assumed and assessable knowledge must be revisited.

Engage and equip: Transformative class activities for the modern accounting semester

Managerial accounting courses struggle with student engagement, often more than other courses, mainly, due to its course content, which differs significantly from the financial accounting courses. This article provides a list of class activities developed and adapted primarily for managerial accounting courses. The purpose of these class activities is twofold. First, they aim to increase student engagement and promote active learning in class. Second, they help students apply acquired knowledge to real-world examples and develop workplace skills that are vital for a successful business career. The activities are designed to be completed within the class time. We have collected and adapted some of these activities from pedagogical training, while the rest were developed based on our teaching experience. Some of these activities incorporate teaching techniques developed while teaching remotely due to the COVID-19 pandemic.

Using AAERs in Financial Accounting Courses: A Case Study to Integrate Ethical and Technical Competencies

ABSTRACT Using the Securities and Exchange Commission’s Accounting and Auditing Enforcement Releases, this assignment builds critical thinking and ethical decision-making skills in a financial accounting setting. It requires students to analyze a real-world fraud from the perspective of an employee, manager, or executive (a “case participant”) involved in the accounting impropriety. The case features individual and group components that may be customized to fit the instructor’s needs. The individual component examines a case participant’s choices in committing accounting improprieties using an ethical decision-making framework. The group component includes an analysis of the accounting, the fraud triangle, possible preventative measures, and takeaways applicable to students’ future careers. By requiring students to step into the shoes of a case participant, this assignment increases student awareness of deliberate choices leading to financial reporting fraud and equips students with an ethical decision-making framework should they encounter a financial reporting ethical conflict in the workplace.

Research on Ideological and Political Education and Teaching Innovation in Financial Accounting Course

Research on Ideological and Political Education and Teaching Innovation in Financial Accounting Course

Effect of Academic, Social, and Personal-emotional Adjustment on Understanding Accounting Courses through Grade Point Average as an Intervening Variable in Development Economics Students at Universitas Negeri Malang

The transition of students from high school to college experiences several differences including learning methods, learning materials, and new environments. Adaptation or self-adjustment is needed in new students, from existing adaptations, it is developed to understand accounting courses because accounting is important for the world of work for both educators and non-educators. Initial observations made by students have good GPA scores, have good relationships with each other, but are still not maximized in the value of accounting course assignments, and still experience psychological problems when doing assignments. This study uses a quantitative approach with an explanatory type of research. The population used in this study is 2nd-semester students majoring in development economics who have taken introductory accounting and financial accounting courses. The sampling technique used a random sampling system of 92 students. Data collection using questionnaires and test tests. The data analysis used is descriptive statistics, inner model, outer model, path analysis, and Structural Equation Modeling (SEM) analysis with Smart-PLS 4. The results showed that the direct effect, namely: variable X1 has no effect on Y, variable X2 has an effect on Y, variable X3 has an effect on Y, variable X1 has no effect on Z, variable X2 has an effect on Z, variable X3 has an effect on Z and variable Y has an effect on Z while in indirect effects, namely: variable X1 has no effect on Y through Z, variable X2 affects Y through Z and variable X3 affects Y through Z

Accounting practices at an Indian winery: the case of new vineyard

Research methodology This case study has been prepared after thoroughly studying the Indian wine industry. Secondary data for the value of wine imported in India has been taken from the website of the Ministry of Commerce and Industry, Government of India. Data for GDP per capita for India has been taken from World Development Indicators, World Bank. Data for revenue generation of top five countries have been sourced from Statista Report on Indian wine market. Fictitious names are used for the Winery (Romaniszyn) and the individual (Harish G.) working there. Case overview/synopsis This case revolves around accounting complexities for starting a winery in India. A new vineyard comes with the challenge of the gestation period (five years), during which it would not generate revenue. Harish G. was adept at business development and had experience working with an Italian winery. He was unaware of how difficult accounting decisions would be, including determining the quantum of funds required, ascertaining different financial options to purchase assets and meeting cash requirements. He knew he would not be able to generate any sales for five years at the newly formed winery; the grapevines imported from New Zealand took that long to reach maturity. Furthermore, given that Harish was starting a new brand of wine, he also faced constraints with attracting new customers. Complexity academic level This case can be used in teaching undergraduate and postgraduate students in the introductory session of a financial accounting course. It is designed to approach basic accounting concepts, permitting the class to discuss and focus on the principal thought process of starting a real business and accounting for the transactions as and when they occur rather than only on mathematical computations. The objective of this case study is attained by involving the students in recording various accounting transactions and decisions the winery’s management must take over the time from early plantation to bottling of the wine. Every decision assesses the students’ comprehension of accounting concepts by making them analyze and resolve the accounting issues raised.

Pengembangan Model Pembelajaran Project Based Learning (PjBL) dalam Akuntansi Keuangan

The development of the Project Based Learning (PjBL) learning model in financial accounting courses aims to increase student HOTs in analyzing elements of financial statements. The model used is ADDIE, in the MSME Accounting management course. The model is applied for one semester. The effectiveness test results show that it is very effective, and the practicality results also show a very practical score so that the PjBL development model in financial accounting can be used without revision.

Perbandingan Teori dan Praktek Sistem Pembelian dan Persediaan Perpetual pada PT. XYZ

This study aims to provide an understanding to the reader regarding the procedures and accounting records of purchases of goods that occur at PT. XYZ. The analytical method used is descriptive qualitative and quantitative descriptive methods. Data collection methods include interviews with subjects who work at PT. XYZ and document studies to obtain information about the procedures and accounting records of purchases at PT. XYZ. The author sees a combination of learning theory between financial accounting courses and accounting information systems courses in academia in purchasing accounting procedures and records at PT. XYZ. In addition, the authors found a difference between the theory and the practice. The results of this study show that the GAP between learning accounting for purchases in academia and applied is true, but the GAP does not cause a problem because providing theoretical knowledge in academia can make it easier for students to understand purchasing accounting in the field.

Distance Learning of Financial Accounting: Mature Undergraduate Students’ Perceptions

This research sought to explore self-reported satisfaction levels of mature students enrolled in the virtual financial accounting course of the first online-only bachelor’s degree in Portugal. While doing so, it attempted to generate understanding of which factors may affect undergraduate mature students’ engagement—herein measured in terms of overall satisfaction—with online learning, particularly, of financial accounting. Thereby, this research addresses several research gaps. First, unlike most recent empirical research, it provides evidence from a post-pandemic period, in 2022. Second, responding to calls for further education research in different contexts, Portugal poses a highly relevant, unexplored research setting since it was only in 2019 that the Portuguese government approved a legal regime to frame distance education at Higher Education Institutions (HEIs). Third, this research focuses on the overlooked, and yet growing, population of adult mature students. The research evidence emerges from 32 valid responses to a structured electronic questionnaire circulated to students at the end of a financial accounting module (in July 2022). Satisfaction rates from students’ own perspectives were derived in terms of (i) overall satisfaction, (ii) learning outcomes, (iii) e-learning process, and (iv) pedagogical practices adopted. The assessment of satisfaction levels was determined through Likert-type items with responses ranging from a minimum score of 1 to the highest score of 5. Data gathered were subject to quantitative analysis: descriptive statistics, Pearson correlations, statistical tests, principal component analysis, and linear regression. High levels of satisfaction with distance education were uncovered. We found that pedagogical practices constitute the dimension that contributed the least (though, still importantly) to overall satisfaction as compared with learning outcomes and e-learning process. The results of this research offer the potential to contribute to the implementation of training offerings of online courses at other Portuguese HEIs as well as abroad.