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Instructional strategies and studentsí performance in accounting: an evaluation of those strategies and the role of gender

Citation

Sithole, STM, Instructional strategies and students' performance in accounting: an evaluation of those strategies and the role of gender, Accounting Education pp. 1-19. ISSN 0963-9284 (2017) [Refereed Article]


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DOI: doi:10.1080/09639284.2017.1361852

Abstract

This paper investigates the effects of two instructional strategies on accounting studentsí performance and the gender differences within the strategies. In an experiment, undergraduate students at an Australian university were randomly assigned to either the self-managed or split-attention condition. Participants were required to self-manage graphical and textual presentations in introductory accounting as an alternative to learning by studying instructor-managed materials. Students in the self-managed group were guided on how to integrate spatially separated text and diagrammatic information by moving text as close as possible to associated parts of a diagram. Results indicated significant differences between the two presentation formats. In addition, significant interactions between gender and presentation format were found. Follow-up analysis showed that females benefited by using self-management techniques than males. The gender differences have implications for instructional design, both in the manner in which the text and graphs are structured and in the way information is presented.

Item Details

Item Type:Refereed Article
Keywords:accounting, accounting education, cognitive load theory, gender, instructional format, integrated, introductory accounting, self-management, split-attention, teaching accounting
Research Division:Commerce, Management, Tourism and Services
Research Group:Accounting, Auditing and Accountability
Research Field:Financial Accounting
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Achievement
Author:Sithole, STM (Mr Seedwell Sithole)
ID Code:123546
Year Published:2017
Deposited By:Tasmanian School of Business and Economics
Deposited On:2018-01-11
Last Modified:2018-01-12
Downloads:0

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