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Testing and self-management of cognitive load in accounting. A case example of Zimbabwe university students

Citation

Sithole, STM, Testing and self-management of cognitive load in accounting. A case example of Zimbabwe university students, Sydney Business School Higher Degree Research Student Conference, 7-9 August 2013, Wollongong, NSW, pp. 1-10. (2013) [Refereed Conference Paper]

Copyright Statement

Copyright 2013 the Author

Official URL: http://ro.uow.edu.au/sbshdr/2013/2013/5/

Abstract

Previous research using Cognitive Load Theory (CLT) has established the importance of integrating a diagram and the relevant text in instructional material. It is widely acknowledged that cognitive load theories play an important part in facilitating the structure of learning materials in physics, biology, mathematics, accounting, and other related disciplines. What has not been established is whether self-management of split attention (separated diagram and explanatory text) by learners has any effect on learning. In Zimbabwe learners have been exposed to a wide range of instructional format. However, the need to improve learning persists. The importance of students taking control of their cognition will be investigated using university accounting students from Zimbabwe. The techniques accounting students can use to manage their cognitive load using spilt attention learning material will be investigated. Analysis of the data using ANOVA which will involve computation of statistical measures to determine the differences between the groups selected.

Item Details

Item Type:Refereed Conference Paper
Keywords:accounting, accounting education, cognitive load, integrating, learning, presentation formats, recall, self-management, testing, transfer, university students, Zimbabwe
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 (Dr Seedwell Sithole)
ID Code:123685
Year Published:2013
Deposited By:Tasmanian School of Business and Economics
Deposited On:2018-01-18
Last Modified:2018-02-05
Downloads:0

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