Factors that Influence the Teaching-Learning Process from the Perspective of Accountancy Students: Analysis at a Higher Education Institution in Minas Gerais

Pavione, Caroline Stéffani Santos Nério; Avelino, Bruna Camargos; Francisco, José Roberto de Souza

doi:10.17524/repec.v10i2.1371

Cited by 8 publications

(5 citation statements)

References 15 publications

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“…e teacher is indispensable in the instructional procedure; therefore, the attributes of a teacher do not only influence curriculum implementation but students' learning outcomes to a large extent, making teacher-related factors paramount [7,8]. Teacher-related factors could be internal (psychological) and external [9][10][11][12]. As noted by Ruble and McGrew [13], the internal factor as an unobserved behaviour is less understood but equally important teacher behaviour, which could affect teacher's total delivery.…”

Section: Introductionmentioning

confidence: 99%

Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

Kwarteng

Sappor

2021

Education Research International

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The study examined preservice teachers’ self-efficacy in teaching cost accounting at the pretertiary level. It employed the descriptive cross-sectional survey design involving final year preservice accounting teachers at the University of Cape Coast. An adapted questionnaire referred to as Teacher Self-Efficacy and Mastery Experience Scale (TSEMES) was used to gather relevant data complemented by the academic records of the respondents to address the problem. The return rate of the instrument was 93%. Descriptive (frequencies, percentages, means, and standard deviation) and inferential statistics (simple linear regression) were used to analyse the data. The study found out that preservice accounting teachers were highly efficacious in classroom management compared to student engagement and instructional practices. Also, mastery experience had a positive influence on preservice accounting teachers’ self-efficacy in teaching cost accounting. Therefore, it was recommended that accounting teacher educators pay more attention to competencies related to instructional strategies and student engagement by engaging more with the preservice accounting teachers in these areas. In the deployment of teachers, the Ghana Education Service should prioritise preservice accounting teachers with higher academic achievement.

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Section: Introductionmentioning

confidence: 99%

Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

Kwarteng

Sappor

2021

Education Research International

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“…Teacher is the major factor of learning process. Teaching and learning process is influenced by "teachers' didactics"," content structure of the course"," desire to learn the subject", and "library equipped with an extensive collection of books and appropriate facilities" [9]. Teachers' didactics relates with the teacher handling the class and providing the learning environment, content structure of the course is the content of learning materials, desire to learn means the personal motivation for learning, and library equipped with extensive collection is the reference for learning.…”

Section: Discussionmentioning

confidence: 99%

The Challenge of Vocational High School Teachers in Indonesia

Subarno¹,

Dewi²

2019

Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018)

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Vocational high secondary school teachers need to update their knowledge to support their teaching and learning. This article aims to investigate the challenge of vocational secondary high school teacher in responding the development of information and communication technology (ICT) and the globalization era. A total of 51 teachers and novice teachers in Soloraya were enrolled in this study. The data were collected using questionnaire Likert scale that was downloaded and translated from a survey for measuring 21st century teaching and learning, West Virginia Department of Education. Regression analysis was used to analyze the significance of correlation between student's learning and teacher's statement. The finding indicated that there was no statistically significant correlation between student's learning and teacher's statement (F = .16, p > .05), there was no statistically significant the correlation between student's learning and teacher's statement on global connection (F = .16, p > .05), there was no statistically significant correlation between student's learning and teacher's statement on local connection (F = .65, p > .05), and there was no statistically significant correlation between student's learning and teacher's statement on using technology as a tool for learning (F = 1.36, p > .05). In addition, teachers are the major factor in learning process. They must update their knowledge of global connection, local connection and technology as a tool for learning. Teachers must have many designs of teaching. Students need practical experience in real work environment of global connection, local connection, and technology as a tool for learning. Learning by doing in the real work environment is more impression/ effective than just theoretical learning only.

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“…Academics role is essential in the learning process of their students, so for the successful delivery of teaching and learning in the classroom, the teacher should always be willing to learn, upgrade skills, to promote learning and thereby make learning interesting to students in a way that enables students to develop their thinking (Pavione, Avelino, and Fransisco 2016).…”

Section: Teacher Dimensionmentioning

confidence: 99%

The impact of academic training programmes in improving teaching and learning: A case of academic staff at a selected university of technology

Bingwa

Ngibe

2021

SAJHE

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Academic staff are required to change and adopt new teaching approaches to meet the requirements and expectations set by higher education institutions. This means that there is a drastic need for academics to be competent to help boost their teaching abilities, knowledge, and be encouraged to upgrade their qualifications. Without continuous well-coordinated academic training programmes, training, and skills development, academics will continuously struggle to perform their core functions which include research, teaching and learning, continuous professional development, and community engagement. The intention of this study therefore, is to identify academics perceptions on academic training programmes provided by the selected university of technology and the predicaments, and the complexities involved in empowering academics to improve their teaching and learning approaches. A quantitative research approach was therefore used, with a questionnaire used as a data collection instrument. Using a nonprobability purposive sampling technique, a sample size of 132 was considered.The study findings revealed that the university lacked a proper system to evaluate and measure the impact of academic training programmes offered to academic staff. The recommendations were made on different aspects in line with the findings and the study aims and objectives. But most significantly, the study recommended that a systematic review should be done to monitor the impact these training programmes have on the development and support of teaching and learning

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Factors that Influence the Teaching-Learning Process from the Perspective of Accountancy Students: Analysis at a Higher Education Institution in Minas Gerais

Abstract: Todos os direitos, até mesmo de tradução, são reservados. É permitido citar parte de artigos sem autorização prévia, desde que seja identificada a fonte. cc BY Editado em Português e Inglês. Versão original em Português.

Cited by 8 publications

References 15 publications

Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

The Challenge of Vocational High School Teachers in Indonesia

The impact of academic training programmes in improving teaching and learning: A case of academic staff at a selected university of technology

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