Refine your search
Collections
Co-Authors
Year
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Kannan, A. S.
- Action Research on Improving Students' Ability in Problem-Solving in "Principles of Accounting"
Abstract Views :1018 |
PDF Views:808
Authors
Affiliations
1 College of Business & Economics, Dilla University, ET
1 College of Business & Economics, Dilla University, ET
Source
HuSS: International Journal of Research in Humanities and Social Sciences, Vol 1, No 2 (2014), Pagination: 89-98Abstract
The purpose of this action research is to study how to improve students’ ability to solve numerical problem questions in ‘Principles of Accounting’ course. The study was conducted on and confined to select 12 students of the Group-3 of the First Year Accounting and Finance Program of the School of Business and Economics of the Dilla University, Dilla, Ethiopia. To identify the research issue, the following tools were used for preliminary data collection: Focus Group Discussion with peer teachers, Interviews with students, Analysis of Students’ Test Papers, and Preliminary Tests conducted. Tutoring and Problem-Solving Assignment were used as Action Strategies. Comprehensive Marking of test papers of the subjects for quantitative assessment, and Accounting Course Problem Solving Rubrics developed for this purpose by the researcher were used for qualitative assessment. Three levels of action interventions were carried out, first with the tutoring strategy, second with the problem-solving assignment, and the third with a combination of both. Graded problems selected from standard textbooks were used to conduct the pre- and post-strategy tests, which revealed marked improvements in performance of the subjects. Rubrics analysis indicated quality improvement in ‘problem understanding’, ‘procedure of generating solution’, and ‘neatness and clarity in presentation of answers’.Keywords
Action Research, Rubrics, Tutoring, Quantitative and Qualitative Assessment.Full Text
References
- Aggarwal J. C., Principles, Methods & Techniques of Teaching (2nd revised edition). New Delhi: Vikas Publishing House Private Limited, 2001.
- Wiggins G., "A true test: Toward more authentic and equitable assessment". Reading 26-Contemporary Issues in Educational Psychology (6th Edition). ed. Harvey F.Clarizio, William A.Mehrens, Walter G.Hapkiewicz. New York: McGraw Hill, Inc, 1989.
- Dhand H., Techniques of Teaching. New Delhi: Ashish Publishing House, 2004.
- Anderson J. S., and Mohrweis L. C., "Using Rubrics to assess Accounting Students' writing, oral presentation and ethics skills", American Journal of Business Education, Vol 1(2), 2008.
- Larsen K. D., Wild J. J., Chiappetta B., Fundamental Accounting Principels (17th Edition). Boston: McGraw Hill Irwin, 2005.
- Morine-Dershimer G., "Instructional Strategy and the 'creation' of classroom status", American Educational Research Journal, Vol. 20, p. 645-661, 1983. (quoted by Thomas J.Shuell.(1996). "Teaching and Learning in a classroom context". Handbook of Educational Psychology. ed. David C.Berliner, and Robert C.Calfee. New York: Macmillan Library Reference USA).
- Fess P. E., and Warren C. S., Accounting Principles (16th Edition). 2005.
- Stiggins., Richard J., et al., Classroom Assessment for Student Learning: Doing It Right- Using It Well. Portland OR: Assessment Training Institute, 2004, p.231-240 (quoted by Amy Vandenberg, et al, in "GPS in the classroom: using rubrics to increase student achievement", Research in Higher Education Journal, accessed on World Wide Web on 18-June-2010)
- Shuell T.J., "Teaching and Learning in a classroom context". Handbook of Educational Psychology. ed. David C.Berliner, and Robert C.Calfee. New York: Macmillan Library Reference USA, 1996.
- Popham W. J. "The merits of measurement-driven instruction". Reading 21-Contemporary Issues in Educational Psychology (6th Edition). ed. Harvey F.Clarizio, William A.Mehrens, Walter G.Hapkiewicz. New York: McGraw Hill Inc, 1987.