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

Citation

Sithole, STM and Abeysekera, I, Undergraduate accounting students' instructional preferences in Australia and Zimbabwe: A comparative study, 2018 AFAANZ Conference: Full Program, 30 June - 3 July 2018, Brisbane, QLD, pp. 1-28. (2018) [Refereed Conference Paper]


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Official URL: https://www.openconf.org/AFAANZ2018/modules/reques...

Abstract

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. Studentís 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.

Item Details

Item Type:Refereed Conference Paper
Keywords:accounting, Australian, culture, instructional preferences, Zimbabwean
Research Division:Commerce, Management, Tourism and Services
Research Group:Accounting, Auditing and Accountability
Research Field:Financial Accounting
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
Author:Sithole, STM (Dr Seedwell Sithole)
ID Code:129072
Year Published:2018
Deposited By:Tasmanian School of Business and Economics
Deposited On:2018-11-07
Last Modified:2018-11-08
Downloads:0

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