Generic Skills to Reduce Failure Rates in an Undergraduate Accounting Information System Course

Young, Raymond J.; Aoun, Chadi

doi:10.5539/ass.v4n10p60

Cited by 3 publications

(2 citation statements)

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“…Drawing on a review of relevant literature, and the authors' own experiences in teaching AIS subjects (Young and Aoun, 2008), factors with a possible bearing on students' learning experiences in AIS subjects were identified for investigation. Because the study is an investigation of the perceived overall learning experience from a students' vantage point, a pilot study was then conducted using 120 AIS students and incorporating 100 questions for measuring students' learning experiences in AIS courses.…”

Section: Previous Research and Hypotheses Developmentmentioning

confidence: 99%

Why don't accounting students like AIS?

Vatanasakdakul

Aoun

2011

International Journal of Educational Management

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The demand for Accounting Information Systems (AIS) knowledge has increased exponentially over the past two decades, but studying AIS has not proved easy for many accounting students. The aim of the study is to understand the challenges accounting students face in studying AIS through investigation of the factors which may be contributing to their difficulties. Design/methodology/approach -A survey instrument was developed for this study, and data were gathered from 618 students enrolled in AIS courses, 95 per cent of whom were accounting students. The data were analysed using Structural Equation Modelling (SEM) with the Partial Least Squares (PLS) technique. Findings -The results show that course structure, pre-existing knowledge of Information Systems (IS), assessment of critical thinking, teaching style and the availability of academic assistance to students all have a significant influence on students' learning experience in AIS courses.Research limitations/implications -The study has important implications for AIS educators through its identification and analysis of possible difficulties faced by students. It is hoped that remedial measures to enhance this experience will be explored and implemented. Practical implications -The study was conducted in one university context, so caution should be exercised in generalising the results. Future research could further validate, question, or extend the findings in multiple tertiary education institutions, in various countries. Originality/value -This is one of the first studies to introduce scales to measure students' perceptions and experiences in AIS courses. It is hoped that this paper will initiate a discussion that leads to a better understanding of students' perceptions of challenges, and thus make AIS learning a richer and more enjoyable experience for students.

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Section: Previous Research and Hypotheses Developmentmentioning

confidence: 99%

Why don't accounting students like AIS?

Vatanasakdakul

Aoun

2011

International Journal of Educational Management

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“…Justeru, tahap KPK pelajar dapat dipertingkatkan dan seterusnya pelajar dapat berfikir secara kritis dengan membuat analisis dan interpretasi yang baik untuk menyelesaikan sesuatu masalah (Facione, 1990). Perkembangan kemahiran generik seperti pemikiran kritis ini seterusnya pula dapat membantu pembelajaran pelajar dan mengurangkan kadar kegagalan di dalam pembelajaran terutamanya di peringkat pengajian tinggi tanpa merendahkan kualiti pendidikan (Young & Aoun, 2009 …”

Section: Perbincangan Dan Kesimpulanunclassified

Tahap Amalan Penerapan Kemahiran Pemikiran Kritis (Kpk) Di Sekolah Menengah Berprestasi Tinggi, Sederhana Dan Rendah

Muhammad

Ali

Ismail

2016

icecrs

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ABSTRAK:Matlamat utama pendidikan negara sebagaimana yang dinyatakan dalam Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 adalah untuk melahirkan modal insan yang mempunyai tahap dan penguasaan kemahiran berfikir yang tinggi dan berkesan. Kajian ini bertujuan untuk mengenal pasti tahap amalan penerapan kemahiran pemikiran kritis (KPK) dalam P&P Matematik di sekolah menengah berprestasi. Kajian ini menggunakan pendekatan kuantitatif yang menggunakan soalan soal selidik, dan ianya melibatkan responden seramai 226 orang guru Matematik di sekolah menengah di negeri Kelantan. Bagi mengkaji tahap amalan penerapan KPK dalam kalangan guru, pengkaji telah mengambil dan membuat adaptasi dari instrumen kajian olehBarak dan Shakhman (2008), Al-degether (2009), Knapp (2013 dan Wainwright et al. (2003). Dapatan kajian menunjukkan tahap amalan penerapan KPK di sekolah berprestasi tinggi (SBT) adalah lebih tinggi, diikuti sekolah berprestasi sederhana (SBS), dan sekolah berprestasi rendah (SBR). Secara spesifiknya, hasil analisis data menunjukkan nilai min bagi kesemua dimensi amalan penerapan KPK di SBT melebihi nilai 4.00 dan mencapai tahap tinggi, iaitu membuat refleksi dan merumus idea (min = 4.03), menggalakkan tabiat berfikir (min = 4.49), mewujudkan persekitaran berfikir (min = 4.42), pergerakan ke arah pembelajaran kendiri (min = 4.12), dan merangsangkan meta kognitif (min = 4.50). Manakala di SBS pula, dimensi merangsangkan meta kognitif, menggalakan tabiat berfikir dan mewujudkan persekitaran berfikir adalah pada tahap tinggi dengan nilai min 4.27, 4.26, dan 4.24 masing-masing. Manakala dimensi pergerakan ke arah pembelajaran kendiri dan membuat refleksi dan merumus idea masing-masing berada pada tahap sederhana dengan nilai min 3.85 dan 3.72. Seterusnya di SBR pula, empat (4) dimensi memberikan keputusan tahap sederhana, iaitu menggalakkan tabiat berfikir (min = 3.57), mewujudkan persekitaran berfikir (min = 3.66), pergerakan ke arah pembelajaran kendiri (min = 3.14) dan merangsangkan meta kognitif (min = 3.76). Manakala, dimensi membuat refleksi dan merumus idea menunjukkan tahap yang rendah dengan nilai min 2.83. Adalah diharapkan dapatan kajian ini dapat memberi sumbangan kepada bidang tubuh ilmu dengan mengetengahkan tahap amalan KPK berserta beberapa elemen penting yang dapat menyumbang kepada kecemerlangan mata pelajaran Matematik di sekolah.KATA KUNCI: Amalan Penerapan, Kemahiran Berfikir Aras Tinggi (KBAT), Kemahiran Pemikiran Kritis (KPK), Sekolah Berprestasi. PENGENALANSistem pendidikan merupakan tunjang utama dalam pembangunan sesebuah negara. Dasar pendidikan yang terancang amatlah kritikal untuk membangunkan modal insan berkualiti dan berminda kelas pertama. Secara holistik, pembangunan modal insan menekankan pembangunan ilmu pengetahuan, kemahiran, modal intelektual termasuk ilmu sains, teknologi dan keusahawanan, dan juga pembudayaan sikap progresif serta nilai etika dan moral yang tinggi (RMK9, 2006). Keupayaan rakyat untuk menjana dana intelektualpengetahuan dan kemahiran menjadi sumber kekua...

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Developing First Year Students’ Critical Thinking Skills

Thomas¹

2011

ASS

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Critical thinking is a crucial skill that students need to develop while at university. It is important for a well-educated person to be able to make well-informed judgements, be able to explain their reasoning and be able to solve unknown problems. This paper proposes that critical thinking can and should be developed from the first year of university in order for students to cope with their future studies and to be of most use to future employers. The paper describes five exercises that can be used to develop critical thinking in first year students.

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Generic Skills to Reduce Failure Rates in an Undergraduate Accounting Information System Course

Cited by 3 publications

References 21 publications

Why don't accounting students like AIS?

Why don't accounting students like AIS?

Tahap Amalan Penerapan Kemahiran Pemikiran Kritis (Kpk) Di Sekolah Menengah Berprestasi Tinggi, Sederhana Dan Rendah

Developing First Year Students’ Critical Thinking Skills

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