Student perceptions on using guided reading questions to motivate student reading in the flipped classroom.
Saved in:
| Title: | Student perceptions on using guided reading questions to motivate student reading in the flipped classroom. |
|---|---|
| Authors: | Brown, Charles A.1 (AUTHOR) cab51@psu.edu, Danvers, Kreag2 (AUTHOR), Doran, David T.1 (AUTHOR) |
| Source: | Accounting Education. Jun2016, Vol. 25 Issue 3, p256-271. 16p. |
| Subject Terms: | *Accounting students, *Guided reading, *Flipped classrooms, *Accounting education, *Educational innovations, *Young adults, *Higher education, *Attitude (Psychology) |
| Abstract: | Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors. [ABSTRACT FROM PUBLISHER] |
| Copyright of Accounting Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors. [ABSTRACT FROM PUBLISHER] |
|---|---|
| ISSN: | 09639284 |
| DOI: | 10.1080/09639284.2016.1165124 |
