Introductory Accounting Class Research Articles

Cognitive diagnosis models of students’ skill profiles as a basis for adaptive teaching: an example from introductory accounting classes

A critical limiting factor for adaptive teaching is the availability of diagnostic tools that allow reliable and valid assessments of students’ domain-specific skills in a way that produces detailed information for planning subsequent instructional strategies. The present study demonstrates how Cognitive Diagnosis Models (CDM) can deliver fine-grained diagnostic information on students’ skills in dealing with domain-specific tasks, using introductory accounting as an exemplary field of application. Based on data from a sample of 773 students from secondary business schools in Austria, statistical analyses that incorporated several criteria for evaluating model fit corroborate theoretical assumptions on distinct skills as multiple dimensions of accounting competence. Moreover, they illustrate that CDMs allow not only to quantify the shares of students who have mastered or still lack each accounting skill but also to identify individual skill profiles, which can serve as reliable classification criteria to distinguish homogeneous or heterogeneous ability groups among the learners. We conclude by discussing the practical implications of different diagnostic information obtained from CDM outputs for generic strategies of adaptive teaching, again with an illustrative focus on introductory accounting instruction.

Integrating a foundation for the development of critical thinking skills into an introductory accounting class

ABSTRACT We address calls to develop accountants’ critical thinking skills by describing a pedagogy based on Bloom’s ([1956]. Taxonomy of educational objectives, handbook I: The cognitive domain. David McKay) taxonomy for cognitive development which can be integrated into an introductory accounting class. The pedagogy recommends instructors be more cognizant of how critical thinking skills are developed, and adopt instructional examples, problems, and testing strategies for each course topic that are explicitly intended to help develop students’ critical thinking skills in a stepwise manner. To facilitate implementation, we describe how an introductory accounting class was modified to accommodate the proposed pedagogy. Specific examples are included. We also provide preliminary evidence that the proposed pedagogy positively impacts students’ ability to apply accounting concepts (i.e. step three of six in Bloom’s taxonomy).

What Determines Students’ Performance in Introductory Accounting Classes? A Mixed Method

This study investigated factors determining students' performance in the Introductory Accounting classes. It was carried out using a mixed-method approach. Three research hypotheses based on the results of prior studies were tested using regression analysis. Additionally, a qualitative approach using thematic analysis was used to identify factors influencing students' performance. The study involved 90 students who were selected using the purposive sampling method. Secondary data related to those students were gathered through a documentation procedure, whereas primary data were obtained through interviews and observation involving those sample students. The results of the quantitative analysis showed that motivation had a positive impact on students' performance in Introductory Accounting classes. It was also observed that female students had better performance than male students. However, this study did not find accounting educational background as a significant variable in determining students' performance. For the thematic analysis, the study observed nine factors influencing the students' performance in Introductory Accounting classes. Those factors were related to lecturers, learning method, classroom, family background, references, assignments, tutor, and group study. This study contributes to the upward literature in accounting education. It also provides an insight for the Accounting Study Program in higher education institutions in designing accounting curricula, for lecturers in designing learning processes, and for accounting students in understanding the determinants of their performance.

Build an arc (accounting resource center) and they will come…or will they?

The authors present one university’s experience creating drop-in, peer tutorial services for students in an introductory accounting class. First, data suggest that students most in need of tutoring support used the services the least. Second, findings appear to support the existence of self-selection bias: 40% of the students who visited the Accounting Resource Center had cumulative GPAs greater than 3.0. These students averaged more visits and spent more time than students who ultimately received a D, F, or W for the course. Results indicate the Accounting Resource Center was used disproportionately more by students who have an established history of success at the university.

Yes, You Can Import, Analyze, and Create Dashboards and Storyboards in Tableau!

This case introduces students to visualizing accounting data in Tableau. In it, students import data, conduct basic data cleaning, answer client queries, and create visualizations, including dashboards and storyboards. From the case, students learn basic data cleaning and visualization skills. In its final phase, they also learn critical thinking skills from analyzing a business case and creating a dashboard and storyboard to support business decision making. They experience first-hand the exciting processes of understanding, performing, and communicating professional data analytics work. Undergraduate or graduate accounting students who have completed an introductory accounting class will benefit from the case. Evidence from applications suggests that the case is relevant, interesting, and useful for the goal of teaching introductory data visualization skill, using Tableau, to accounting students. The case is easy to implement, authentic, engaging, and a timely instructional resource for accounting instructors and students.

Yes, You Can Import, Analyze, and Create Dashboards and Storyboards in Tableau! The GBI Case

ABSTRACTThis case introduces students to visualizing accounting data in Tableau. In it, students import data, conduct basic data cleaning, answer client queries, and create visualizations, including dashboards and storyboards. From the case, students learn basic data cleaning and visualization skills. In its final phase, they also learn critical thinking skills from analyzing a business case and creating a dashboard and storyboard to support business decision making. They experience first-hand the exciting processes of understanding, performing, and communicating professional data analytics work. Undergraduate or graduate accounting students who have completed an introductory accounting class will benefit from the case. Evidence from applications suggests that the case is relevant, interesting, and useful for the goal of teaching introductory data visualization skills, using Tableau, to accounting students. The case is easy to implement, authentic, engaging, and a timely instructional resource for accounting instructors and students.

MAKING GROUPS BETTER

How can we best prepare students for careers in our competitive environment? This paper examines how group work or cooperative learning is beneficial in the learning process. It examines certain areas of learning that lend themselves to cooperative learning. Cooperative learning leads to benefits and potential problems in working with groups. We examine ways to prepare successful groups for a project. The paper suggests ways to monitor group work in the classroom. Finally, it reports on a group work study taking place over many semesters in an introductory accounting class. Results include a very successful semester. While subsequent semesters provided good results, results were mixed. What can we do to enhance our students’ success in group work projects? The research points to several problem areas that can be addressed. What factors can we consider to improve our results? The research points to ways to prepare students for group work. This paper adds to the research by exploring ways to make group work more successful.

Flipped v’s traditional teaching perspectives in a first year accounting unit: an action research study

ABSTRACTWith the need to move accounting students towards deeper learning approaches and understandings, this first cycle of an action research study sought to determine the student’s perspective of the flipped learning approach. With this learning approach gaining momentum in recent times, this study focuses on a first-year introductory accounting class in an undergraduate business degree. In making changes to the learning environment, we survey students and find that there are significant differences between the flexible student, that is, students that are already exposed in a limited way to this approach, and the face-to-face student. Results indicate further action research is required if the flipped learning approach is to be considered a serious teaching and learning contender for the first-year student.

Designing Flipped-Classes to be Taught with Limited Resources: Impact on Students’ Attitudes and Learning

Flipped-classes in higher education are becoming increasingly widespread due to the appeal of replacing passive lectures with active-learning communities of inquiry. This mixed methods research study follows the efforts of a professor who had limited resources as she incorporated the flipped-class design in her introductory accounting class. Class designs (lecture vs flipped-class) were compared using the community of inquiry survey, satisfaction survey, opened-ended comments, and students’ final exam scores. The study found the flipped-class design had a significant impact on students’ attitudes with higher levels of community of inquiry (CoI) (p = .002), teaching presence (TP) (p = .002), social presence (SP) (p = .002), and improved satisfaction levels (SAT) (p = .003). Open-ended comments resulted in more positive comments in the flipped class design compared to the traditional lecture format (90% vs 37%). The higher levels of CoI predicted students’ SAT score (65.4%). The study found no significant changes in students’ learning as measured by their final exam or perceptions of cognitive presence (CP).

Beyond ACT & GPA: self-efficacy as a non-cognitive predictor of academic success

PurposeThe purpose of this study is to identify significant non-cognitive variables as predictors of student success in an introductory accounting class.Design/methodology/approachNon-cognitive characteristics of the students were obtained by surveying two sections of an introductory accounting class. Survey results were combined with student performance in the class. Regression analysis was applied to determine the significant predictors of academic success.FindingsFindings show that students with similar ACT scores and GPA may outperform others owing to the effect of certain non-cognitive variables pertaining to self-efficacy. These included the individual’s perceived skill level, tendency to become discouraged and expected performance relative to others.Research limitations/implicationsOne research limitation is the lack of a pre- and post-test to measure any interventions. No interventions are part of this research study, but this limitation provides a strong suggestion for future research. Also, larger sample sizes might lead to different results.Practical implicationsCognitive ability is the intellectual capability that enables one to acquire, memorize, recall, combine, compare and use information and conceptual skills in new frameworks (Cronbach, 1984; Jensen, 1998). Standardized tests measure cognitive variables (Sedlacek, 2011). Research demonstrates that cognitive ability alone will not provide the best predictive model of performance (Hall et al., 2006). This study of certain non-cognitive variables improves instructor understanding of student success, increases predictive ability and informs teaching methods and interventions.Originality/valueThis study differs from previous research by adding to and enhancing the currently small and limited body of literature. While other studies have identified largely cognitive factors that relate to success in the introductory accounting course (Phillips, 2015), this study identifies significant non-cognitive variables relating to self-efficacy that can help accounting educators better understand student performance in introductory undergraduate financial accounting courses.

An analysis of how students construct knowledge in a course with a hierarchical knowledge structure

Passing the introductory accounting semester is often seen as a challenge for first year students. Being aware of both effective and ineffective ways of constructing knowledge in a discipline with a hierarchical knowledge structure will be of value to students and teachers alike in assisting in the development of effective styles of learning. This article, which is part of a larger body of research, analyses how students in an introductory financial accounting class at Rhodes University constructed knowledge. Previous research described the course as having a hierarchical knowledge structure.In this research, first year accounting students at Rhodes University were interviewed to gain an improved understanding of how they constructed knowledge in this course. This article describes how students who were successful in passing this semester course used similar, effective ways of constructing knowledge, while students who were not successful also employed similar but less effective ways of constructing knowledge. These different ways of constructing knowledge, both effective and ineffective, were analysed, using the Bernstein’s pedagogic device and Maton’s Legitimation Code Theory.This article provides those involved in teaching and learning in a discipline with a hierarchical knowledge structure, with a theoretical explanation of why some methods of constructing knowledge are more effective than others. Understanding and being explicit about more (and less) effective ways of constructing knowledge in a course with a hierarchical knowledge structure can guide those involved in teaching and learning to improve results.

Does Lecture Capturing Impact Student Performance and Attendance in an Introductory Accounting Course?

ABSTRACTThe study empirically examines the interplay between lecture capturing viewership, performance and attendance for students in the Middle Eastern country of Qatar. The sample consists of 254 students enrolled in an introductory accounting class either in the Fall semester or in the Spring semester. We show a weak positive relationship between lecture capturing and performance, especially in the presence of other variables such as GPA, attendance, gender and seniority. However, we do not find that lecture capturing reduces attendance. Actual performance results are contrasted with students’ perception of the usefulness and effectiveness of lecture capturing. Survey responses reveal that, overall, students attribute a great deal of credit to this pedagogical resource. They stated that lecture capturing clarifies concepts discussed in class, assists in studying for exams, enhances exam results and increases interest in the course. However, the majority of low-performing students believe lecture capturing to be a substitute for attending traditional lectures.

Supporting and Supplemental Learning Intervention Strategies (SSi) In Introductory Accounting Classes

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.

How Personalized Assignments Can Increase Learning and Reduce Cheating in a Large-Lecture Introductory Accounting Class

One of the biggest challenges in large classes is to provide meaningful assessment opportunities that promote student learning and mitigate cheating. We describe how, in a large-lecture introductory accounting class, we randomize homework problems and exam questions, including numerical and textual variations, to create as many versions of a problem or exam as there are students in the class. Using technology, we create personalized assignments, assessments and remedial activities, promote desirable student-student and student-faculty interaction, and provide instantaneous, valuable feedback. Using survey data, students report better learning outcomes and significant decreases in cheating opportunities.

Heterogeneous student perceptions of accounting course importance and their implications for SET reporting and use

This research tests for an association between student perceptions of accounting course importance (PCI) and student evaluation of teaching (SET) ratings of satisfaction with instructor performance, course quality, and grading procedures. The study also investigates whether instructor rankings constructed from SET ratings vary across student groupings based on PCI. Using responses from students enrolled in introductory accounting classes at three AACSB-accredited accounting programs we find that SET ratings vary significantly with PCI. We also find that instructor rankings constructed from SET ratings vary with PCI. These findings suggest that, when heterogeneous perceptions are present, satisfying all students enrolled in a course may not be possible and that reliance on aggregated SET data may obscure important differences in student opinion. In this circumstance, disaggregating SET data by PCI and emphasizing the feedback of students holding higher (stronger) perceptions of course importance may enhance SET diagnostic value.

A French Experience of an IFRS Transition

ABSTRACT: In 2005, IFRS became mandatory for consolidated financial statements of French-listed companies. Our students had increasingly international backgrounds, internships, and jobs after graduation. Therefore, we felt the need to modify our French GAAP-based introductory accounting class to a course using IFRS. This article describes the challenges we faced and the solutions we adopted. Since French GAAP are rules-based and IFRS principles-based, the adoption of IFRS modified our learning goals, the learning strategy, and the assessment methods. We changed from a bookkeeping-oriented approach to one in which students have to define and analyze various transactions with respect to the conceptual framework using broader economic and financial concepts. We also had to modify student behavior from a learning attitude of repeating answers to one of finding answers, which meant further developing their analytical, synthesis, and judgment skills. Class material had to be adjusted to better reflect the complex reality and to allow students to make judgments, thus raising the question to what degree of detail certain topics are taught. This new approach also raised challenges in terms of providing feedback to students, grading, and student evaluation. By raising awareness about these issues, we want to contribute to a smoother transition when switching accounting classes from local GAAP to IFRS in other countries.

From Student to Accounting Professional: A Longitudinal Study of the Filtering Process

ABSTRACTOver a 15-year period, we observe the pattern of personality types of students that come into introductory accounting classes, into the accounting major, into the accounting profession, and that remain in accounting as a long-term career. While most research has concentrated on either education or professional careers, our study represents perhaps the first significant longitudinal study employing a within-subject design to examine both the accounting education decision, and the decision to pursue and remain with an accounting career. By employing mediational analysis techniques, our study examines the filtering process that leads to the personality makeup of practicing accountants. Our analysis extends beyond descriptive correlations of MBTI personality types majoring in accounting to provide evidence of how MBTI personality type preferences influence career decisions through mediated measures of attitude, intent, and performance. In particular, we demonstrate clearly both the nature and the preponderance of personality types in both the accounting major and accounting profession who prefer gathering information based on observations of concrete data versus gathering insight based on an intuitive exploration of meanings and relationships—classified in the MBTI personality literature as Sensors versus Intuitors, respectively.Data Availability: Data available upon request.

The First Accounting Course: An Outcomes Assessment Approach Project

This paper discusses a class project that can be used in an introductory accounting class as an outcomes assessment tool. The project is done in groups of four to five students. Each student analyzes one company’s ratios for a two year period and compares their firm’s ratios with their firm’s industry’s ratios. When this is complete, the group then uses the individual firm data to make an investment decision. The investment decision must be based on the data from the individual firm ratios. Once the group has decided which firm to invest in, they then have to complete a pro-forma income statement for the firm assuming a $2 billion expansion. Overall, the project is done in steps that help the students build their final project throughout the semester. The project is submitted at the beginning of the 13th week of classes so that the instructor can grade it and hand it back to the students at the beginning of the 14th week of classes. The groups present their projects during the last two class periods of the semester.

A Reexamination of the Factors Important to Selection of Accounting as a Major

This study reexamines and extends the conclusions drawn from the Felton et al. (FBN) 1994 study that investigated a set of explanatory factors in the decision to choose a career as a chartered accountant (CA). The current study extends the findings of FBN in two primary ways. First, we improve upon their study by adding the students' overall experience in the first accounting course into the analysis. Second, we expand the analysis to include sophomores and juniors rather than seniors only. When we add the students' overall experience in the introductory accounting class into the analysis, it becomes the most important factor in distinguishing major choice between accounting and nonaccounting students. Consistent with FBN, we find that accounting majors place less importance on intrinsic factors and report a higher ratio of perceived benefits to costs of choosing accounting than nonaccounting majors. Unlike FBN, we find that initial earnings, long-term earnings, and job market considerations rank at or near the bottom in discriminating between accounting and nonaccounting majors. By shedding further light on the factors that attract students to the accounting profession, the results have recruiting, educational, and public interest implications.

Using Cooperative Small Groups in Introductory Accounting Classes: A Practical Approach

Because groups or teams are commonly used in the workplace, organizations need employees who can be effective team members. In this article, the author discusses her use of cooperative small groups in an introductory accounting class and provides guidelines for their formation, orientation, and evaluation. Statistical analysis showed that the groups enhanced student achievement in the accounting class.