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Inversed Learning in an Intermediate Accounting Course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Inversed Learning in an Intermediate Accounting Course./
作者:	Bentley, Ashley Blaine.
面頁冊數:	1 online resource (104 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13905842click for full text (PQDT)
ISBN:	9781392175552

Inversed Learning in an Intermediate Accounting Course.
Bentley, Ashley Blaine.

Inversed Learning in an Intermediate Accounting Course. - 1 online resource (104 pages)

Source: Dissertations Abstracts International, Volume: 80-11, Section: A.

Thesis (Ph.D.)--East Tennessee State University, 2019.

Includes bibliographical references

Students enrolled in accounting courses often struggle because of the complexity of the topic. Accounting instructors have searched for effective means of fostering student success, but the learning process continues to change. Critical thinking and problem solving abilities are vital for students and future professionals. Thus, teaching should not be limited to the transmission of information. By moving the dissemination of basic knowledge outside the classroom inversed learning allows class time for deep dives into complex topics and hands-on activities. Students who are actively involved in learning tend to be more successful in the classroom.The purpose of this study was to determine how undergraduate students in an intermediate accounting course respond to an inversed classroom structure as it relates to financial accounting. A quasi-experimental, quantitative approach was used to investigate whether the academic performance of students who received instruction in a flipped classroom significantly differed from students who received instruction in a traditional classroom. Subgroups of students within the treatment group were examined to determine their response to the intervention.The study was completed over 2 semesters. Participants were determined by pre-existing groups. Students enrolled in an intermediate accounting course during the spring 2018 semester received instruction in a traditional manner. Students enrolled in the same course during the fall 2018 semester were taught using the inversed model. The researcher for this study also served as the instructor for both groups. Academic achievement was measured by student performance on four exams administered during each semester. Six research questions were addressed using MANOVA, ANOVA, and multiple regression analyses. The results indicated students generally perform better in the inversed learning environment than in the traditionally formatted classroom. Although the comparisons were not statistically significant, students in the flipped classroom did achieve higher scores on 3 of the 4 exams. No significant interaction was found between the classroom environment and gender or learning style. Both college GPA and gender were found to be significant predictors of academic performance. The findings from this study may support faculty in the enrichment of college curriculum by promoting active learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781392175552Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Accounting educationIndex Terms--Genre/Form:

542853
Electronic books.

Inversed Learning in an Intermediate Accounting Course.
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