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Differences in the Critical Thinking Between Accounting Students in Flipped and Traditional Classes.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Differences in the Critical Thinking Between Accounting Students in Flipped and Traditional Classes./
作者:	Salinas, Amanda Jane.
面頁冊數:	1 online resource (156 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Accounting. -
電子資源:	click for full text (PQDT)
ISBN:	9780355248289

Differences in the Critical Thinking Between Accounting Students in Flipped and Traditional Classes.
Salinas, Amanda Jane.

Differences in the Critical Thinking Between Accounting Students in Flipped and Traditional Classes. - 1 online resource (156 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Skills in critical thinking are essential for working in the accounting industry. The existing method of teaching accounting in U.S. colleges and universities may not promote higher-order thinking skills and may not include training in the critical-thinking competencies needed to succeed. The purpose of this quantitative, quasi-experimental study was to assess differences in the critical-thinking skills of undergraduate accounting students at a university in South Texas based on the course setting (flipped classroom vs. traditional lecture). In a flipped classroom, the lecture materials are given to students online before class, and class time is used for homework and solving problems. Constructivist learning theory was the theoretical framework. Two nonequivalent groups were compared, including 26 students in the flipped classroom and 17 students in the lecture class. The Valid Assessment of Learning in Undergraduate Education rubric was used to compare the composite critical thinking score and the four dimensions of critical-thinking skills, which included explaining issues, selecting evidence, analyzing context and assumptions, and drawing conclusions. Independent-samples t tests, Mann-Whitney U tests, and Kolmogorov-Smirnov Z tests were conducted to evaluate the data. For overall critical-thinking scores, the difference was not significant, t(41) = -1.88, p = .07. For the four distinct dimensions of the rubric, the differences were also not significant, t(41) = -0.84, p = .41; t(41) = -0.19, p = .85; t(41) = -1.82, p = .08; and t(39) = -0.90, p = .37, respectively. The study was limited by a small sample size, the absence of a pretest, and a high absentee rate during the examination. The study is therefore offered as an exploratory pilot study pointing to directions in future research. Research recommendations include baseline comparisons between flipped classrooms and lecture classes, comparisons over multiple semesters and in multiple classes, the use of several graders to evaluate the critical-thinking rubric, and a comparison of a flipped classroom with an Internet class. It is recommended that higher educators continue to find ways to assist undergraduate accounting students to become more proficient in critical thinking.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355248289Subjects--Topical Terms:

561166
Accounting.
Index Terms--Genre/Form:

554714
Electronic books.

Differences in the Critical Thinking Between Accounting Students in Flipped and Traditional Classes.
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504 $a Includes bibliographical references
520 $a Skills in critical thinking are essential for working in the accounting industry. The existing method of teaching accounting in U.S. colleges and universities may not promote higher-order thinking skills and may not include training in the critical-thinking competencies needed to succeed. The purpose of this quantitative, quasi-experimental study was to assess differences in the critical-thinking skills of undergraduate accounting students at a university in South Texas based on the course setting (flipped classroom vs. traditional lecture). In a flipped classroom, the lecture materials are given to students online before class, and class time is used for homework and solving problems. Constructivist learning theory was the theoretical framework. Two nonequivalent groups were compared, including 26 students in the flipped classroom and 17 students in the lecture class. The Valid Assessment of Learning in Undergraduate Education rubric was used to compare the composite critical thinking score and the four dimensions of critical-thinking skills, which included explaining issues, selecting evidence, analyzing context and assumptions, and drawing conclusions. Independent-samples t tests, Mann-Whitney U tests, and Kolmogorov-Smirnov Z tests were conducted to evaluate the data. For overall critical-thinking scores, the difference was not significant, t(41) = -1.88, p = .07. For the four distinct dimensions of the rubric, the differences were also not significant, t(41) = -0.84, p = .41; t(41) = -0.19, p = .85; t(41) = -1.82, p = .08; and t(39) = -0.90, p = .37, respectively. The study was limited by a small sample size, the absence of a pretest, and a high absentee rate during the examination. The study is therefore offered as an exploratory pilot study pointing to directions in future research. Research recommendations include baseline comparisons between flipped classrooms and lecture classes, comparisons over multiple semesters and in multiple classes, the use of several graders to evaluate the critical-thinking rubric, and a comparison of a flipped classroom with an Internet class. It is recommended that higher educators continue to find ways to assist undergraduate accounting students to become more proficient in critical thinking.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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710 2 $a Northcentral University. $b Business and Technology Management. $3 1148453
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