The Impact of Unstructured Case Studies on Surface Learners: A Study of Second-Year Accounting Students
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| Title: | The Impact of Unstructured Case Studies on Surface Learners: A Study of Second-Year Accounting Students |
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| Language: | English |
| Authors: | Wynn-Williams, Kate, Beatson, Nicola, Anderson, Cameron |
| Source: | Accounting Education. 2016 25(3):272-286. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Accounting, Cognitive Style, Questionnaires, Statistical Analysis, Grades (Scholastic), Case Method (Teaching Technique), Formative Evaluation, Feedback (Response), Undergraduate Students, Goal Orientation, Student Motivation, Teaching Methods, Student Evaluation, Student Attitudes, Foreign Countries |
| Geographic Terms: | New Zealand |
| DOI: | 10.1080/09639284.2016.1165125 |
| ISSN: | 0963-9284 |
| Abstract: | The empirical study described here uses the R-SPQ-2F questionnaire [Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. "British Journal of Educational Psychology," 71(1), 133-149] to test deep and surface approaches to learning in a university intermediate-level accounting class that uses business cases in group presentations. Statistical testing of results for learning style before and after group presentations indicates an increase in surface learning over time, with no detectable change in deep learning style. The type of business case used has no effect, in this setting. Course grades, however, are significantly less for students who did not participate in the group presentation activity at all. The results support the claim that students focus on what is required; they may adopt a strategic approach to learning. In a similar way, accounting academics and workload models may be reacting to incentives that discourage reflective and formative feedback. If deeper approaches to learning are desirable, assessments need to reward this behaviour. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2016 |
| Accession Number: | EJ1107207 |
| Database: | ERIC |
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| Abstract: | The empirical study described here uses the R-SPQ-2F questionnaire [Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. "British Journal of Educational Psychology," 71(1), 133-149] to test deep and surface approaches to learning in a university intermediate-level accounting class that uses business cases in group presentations. Statistical testing of results for learning style before and after group presentations indicates an increase in surface learning over time, with no detectable change in deep learning style. The type of business case used has no effect, in this setting. Course grades, however, are significantly less for students who did not participate in the group presentation activity at all. The results support the claim that students focus on what is required; they may adopt a strategic approach to learning. In a similar way, accounting academics and workload models may be reacting to incentives that discourage reflective and formative feedback. If deeper approaches to learning are desirable, assessments need to reward this behaviour. |
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| ISSN: | 0963-9284 |
| DOI: | 10.1080/09639284.2016.1165125 |
