Speaker
Description
This study investigates the initial perceptions and expectations of students enrolled in introductory accounting courses and examines how these perceptions evolve over the semester. The research aims to identify differences in perceptions between business administration students and those from other programs, and to explore the impact of various teaching methods on students' engagement and understanding of accounting concepts.
Using a mixed-methods approach, the study employs two sets of surveys administered at the beginning and end of the semester to gather quantitative and qualitative data. The initial survey captures students' expectations and perceptions, while the final survey measures any changes in these perceptions.
The findings reveal significant variations in students' perceptions based on their academic background and the teaching methods employed. Business administration students tend to have more positive initial perceptions compared to their peers from other programs. Over the semester, students' perceptions generally improve, particularly when interactive teaching methods such as case studies and software applications are used. The study also highlights the importance of addressing students' difficulties and emphasizing the relevance of accounting skills for various career paths.
This research contributes to the understanding of how introductory accounting courses can be designed to better meet students' needs and expectations, ultimately enhancing their learning experience and encouraging more students to pursue careers in accounting.
