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The influence of capstone courses on...

Lange, Gerard A.

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The influence of capstone courses on the development of critical thinking skills of students enrolled in graduate degree programs in accounting and taxation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The influence of capstone courses on the development of critical thinking skills of students enrolled in graduate degree programs in accounting and taxation./
作者:	Lange, Gerard A.
面頁冊數:	69 p.
附註:	Adviser: Rene Parmar.
Contained By:	Dissertation Abstracts International68-08A.
標題:	Business Administration, Accounting. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3279264
ISBN:	9780549202622

The influence of capstone courses on the development of critical thinking skills of students enrolled in graduate degree programs in accounting and taxation.
Lange, Gerard A.

The influence of capstone courses on the development of critical thinking skills of students enrolled in graduate degree programs in accounting and taxation. - 69 p.

Adviser: Rene Parmar.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2007.

These findings have implications for educators interested in the assessment of critical thinking ability. The results also have interest to those in professional organizations and the business community who are interested in assessing this skill.

ISBN: 9780549202622Subjects--Topical Terms:

1020666
Business Administration, Accounting.

The influence of capstone courses on the development of critical thinking skills of students enrolled in graduate degree programs in accounting and taxation.
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245 1 4 $a The influence of capstone courses on the development of critical thinking skills of students enrolled in graduate degree programs in accounting and taxation.
300 $a 69 p.
500 $a Adviser: Rene Parmar.
500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3256.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2007.
520 $a These findings have implications for educators interested in the assessment of critical thinking ability. The results also have interest to those in professional organizations and the business community who are interested in assessing this skill.
520 $a The purpose of this investigator was to examine whether there was any difference in critical thinking skills between graduate accounting and taxation students and whether capstone courses favorably influenced the development of these skills. Also, the investigator examined whether age, gender, English as a first language, grade point average, and grades in capstone courses were associated with critical thinking ability. Sixty graduate accounting and taxation students participated in this study.
520 $a The Watson-Glaser Critical Thinking Appraisal was administered at the beginning of the capstone courses and again before the completion of these courses. Grades, grade point averages, and GMAT scores were obtained from official student records. Age, gender, and whether English was the first language spoken were obtained from a questionnaire.
520 $a The researcher employed three statistical techniques to investigate the hypotheses. First, a two-way analysis of variance was conducted to compare the mean critical thinking scores of the two groups of students (accounting and taxation) at two testing times (beginning of capstone courses and before completion). Second, Pearson product-moment correlation coefficients were conducted to examine the relationships between critical thinking scores, grades in capstone courses, GPAs, GMAT scores, age, gender, and English as a first language. Finally, a multiple regression analysis was conducted to determine whether final grades, GPAs, GMAT scores, age, gender, or English as a first language spoken was the best predictor of critical thinking scores.
520 $a Results indicated that accounting students scored slightly higher critical thinking scores than the taxation students although this difference was not statistically significant and critical thinking scores declined after the intervention of the capstone courses and the difference was statistically significant. Additionally, results indicated no statistically significant relationships between critical thinking scores and grades, GPAs, age, gender, and English as a first language spoken. Finally, results indicate that GMAT score was the best predictor of critical thinking score and this score was statistically significant.
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791 $a Ed.D.
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