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The Effectiveness of Cognitive Load ...

Canaday, Lynn Marie.

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The Effectiveness of Cognitive Load Theory as Applied to an Accounting Classroom: Is It Better for Achieving Student Learning Outcomes?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effectiveness of Cognitive Load Theory as Applied to an Accounting Classroom: Is It Better for Achieving Student Learning Outcomes?/
作者:	Canaday, Lynn Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	163 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
Contained By:	Dissertation Abstracts International80-03A(E).
標題:	Accounting. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10975798
ISBN:	9780438634268

The Effectiveness of Cognitive Load Theory as Applied to an Accounting Classroom: Is It Better for Achieving Student Learning Outcomes?
Canaday, Lynn Marie.

The Effectiveness of Cognitive Load Theory as Applied to an Accounting Classroom: Is It Better for Achieving Student Learning Outcomes? - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 163 p.

Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2018.

Accounting students are under-performing at learning foundational principles from traditional instructional pedagogy. The purpose of this quasi-experimental quantitative study is to provide a better scholarly understanding of the effectiveness of cognitive load theory as applied to the accounting classroom by examining the relationship between the application of cognitive load theory principles and student performance within foundational accounting courses. A diverse population of 132 college students has been assessed over a one-semester period in foundational accounting courses at a community college in a metropolitan setting in Kansas City, Missouri, at four different campuses within that district. Analysis of student performance data compared to learning objective criteria was performed to determine the overall effectiveness, measured by post-test scores, of the application of cognitive load theory in learning foundational accounting principles. Independent variables studied were instructional methodology, gender, and mode of course delivery. The difference between pre-test and post-test scores on the comprehensive assessment was significantly different between instructional methodologies, supporting the hypothesis that the difference is related to the implementation of cognitive load theory in the accounting classroom. The main effect for mode of course delivery indicated a significant difference between classrooms. By utilizing methodologies of cognitive load theory in the accounting classroom, this study has quantified the effect of increased student performance and retention of foundational accounting principles. This will encourage students to continue their studies in accounting thus increasing rates of completion and growing numbers of students to enter the profession.

ISBN: 9780438634268Subjects--Topical Terms:

557516
Accounting.

The Effectiveness of Cognitive Load Theory as Applied to an Accounting Classroom: Is It Better for Achieving Student Learning Outcomes?
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