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Decoding the black box of student le...

Bartley, Ellen D.

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Decoding the black box of student learning: Case studies from the introductory accounting course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Decoding the black box of student learning: Case studies from the introductory accounting course./
Author:	Bartley, Ellen D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	234 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
Subject:	Business education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10129580
ISBN:	9781339874715

Decoding the black box of student learning: Case studies from the introductory accounting course.
Bartley, Ellen D.

Decoding the black box of student learning: Case studies from the introductory accounting course. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 234 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--New York University, 2016.

Students enroll in introductory accounting during their undergraduate or graduate programs for a variety of reasons, most often because it is a program requirement. Prior quantitative studies indicated that they often do so expecting poor outcomes. Here, through case studies, the students' voices are brought to the center of the conversation to understand how they experience the course. Using interview data, I analyzed student experiences at three points during the semester. The first interview focused on student inputs, the attitudes and perceptions that they held at the onset of the course. Many participants reported stereotypical views of accountants as number-crunchers, had heard that the course was difficult, and were concerned about the level of difficulty. In the second interview, held midway through the semester, I examined the processes they used to learn the material and identified additional opportunities or challenges that they encountered in the class. The final interview, held once participants received their final grades, was about how they viewed their course experience in light of the course outcomes. Seven students volunteered to participate in the study, three accounting majors and four non-majors. Six of the seven students completed all three interviews. Interview data were transcribed, coded, and analyzed. Results strongly indicated that homework preparation, and its subsequent review in class was the most important way that students learned accounting material. Thematic analysis identified additional themes, including: accounting just clicks for some students, but others have to work hard at it; weekly quizzes created a lot of stress; the lack of prior experience with accounting made the course very challenging; and some students regretted not asking for tutoring help that was available. The course helped some students decide whether or not they wanted to continue in accounting. Students unanimously concluded that while the course was challenging, they learned a lot. Some reported lower grades than they initially expected, but were satisfied because of the level of difficulty of the course.

ISBN: 9781339874715Subjects--Topical Terms:

543396
Business education.

Decoding the black box of student learning: Case studies from the introductory accounting course.
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245 1 0 $a Decoding the black box of student learning: Case studies from the introductory accounting course.
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300 $a 234 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Adviser: Bridget N. O'Connor.
502 $a Thesis (Ph.D.)--New York University, 2016.
520 $a Students enroll in introductory accounting during their undergraduate or graduate programs for a variety of reasons, most often because it is a program requirement. Prior quantitative studies indicated that they often do so expecting poor outcomes. Here, through case studies, the students' voices are brought to the center of the conversation to understand how they experience the course. Using interview data, I analyzed student experiences at three points during the semester. The first interview focused on student inputs, the attitudes and perceptions that they held at the onset of the course. Many participants reported stereotypical views of accountants as number-crunchers, had heard that the course was difficult, and were concerned about the level of difficulty. In the second interview, held midway through the semester, I examined the processes they used to learn the material and identified additional opportunities or challenges that they encountered in the class. The final interview, held once participants received their final grades, was about how they viewed their course experience in light of the course outcomes. Seven students volunteered to participate in the study, three accounting majors and four non-majors. Six of the seven students completed all three interviews. Interview data were transcribed, coded, and analyzed. Results strongly indicated that homework preparation, and its subsequent review in class was the most important way that students learned accounting material. Thematic analysis identified additional themes, including: accounting just clicks for some students, but others have to work hard at it; weekly quizzes created a lot of stress; the lack of prior experience with accounting made the course very challenging; and some students regretted not asking for tutoring help that was available. The course helped some students decide whether or not they wanted to continue in accounting. Students unanimously concluded that while the course was challenging, they learned a lot. Some reported lower grades than they initially expected, but were satisfied because of the level of difficulty of the course.
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