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Undergraduate accounting students instructional preferences in Australia and Zimbabwe A comparative study.pdf (629.81 kB)

Undergraduate accounting students’ instructional preferences in Australia and Zimbabwe: A comparative study

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conference contribution
posted on 2023-05-23, 13:46 authored by Seedwell Sithole, Abeysekera, I
This study examines the instructional preferences exhibited by students in an Australian and Zimbabwean setting, and how cultural conditioning can reflect in the instructional design choice. Using graphical and textual presentations, an experiment with three instructional designs and 217 undergraduate students, this study empirically examines student understanding of financial accounting in the two countries. Student’s performance scores and reported mental effort ratings were used to determine the instructional preference. The findings of this comparative study show that Australian accounting students prefer graph and text designs aligned with a low power distance while Zimbabwean students prefer graphical and textual designs associated with a high power distance. The results suggest that different people see the world in different ways and demands educators to deliver culturally sensitive and culturally adaptive accounting instructional material.

History

Publication title

2018 AFAANZ Conference: Full Program

Pagination

1-28

Department/School

TSBE

Publisher

AFAANZ

Place of publication

Brisbane, QLD

Event title

2018 AFAANZ Conference

Event Venue

Brisbane, QLD

Date of Event (Start Date)

2018-06-30

Date of Event (End Date)

2018-07-03

Rights statement

Copyright unknown

Repository Status

  • Open

Socio-economic Objectives

Pedagogy

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