Learning commercial computerised accounting programmes

Abstract

Purpose Practical accountving skills such as the ability to use commercial computerised accounting programmes (CCAP) is increasingly becoming expected of accounting graduates. To understand the impact of CCAP on learning, this paper aims to examine students’ motivations for and perceptions about learning CCAP in two accounting subjects trialled in an Australian university. Design/methodology/approach A survey of students who completed the course was conducted twice, before training and assessment using CCAP and after completing the CCAP-based learning activity and the associated assessment task. Findings The results show that students demonstrate strong positive attitudes towards learning CCAP, and using CCAP elicits active student engagement in the learning processes. The findings also show room for further enhancement of student engagement by integrating CCAP learning tasks with teamwork and developing CCAP-based learning and assessment tasks suitable for higher-order learning outcomes. Research limitations/implications The survey respondents in this study are drawn from only one higher education institution in Australia and are predominantly an international cohort. This makes the conclusions of the study exploratory in nature and thus further studies are needed before generalising the conclusions. Originality/value By providing insights into student motivations to and perceptions about the use of CCAP in accounting curricula, the study sheds light on the potential of CCAP to enhance learning and aspects of consolidating the role of CCAP as a learning tool.

Information Technology Impact on Learning Process and Academic Achievement of Student

“…The learning process (Y) in this study was measured by 9 (nine) statements, namely: (1) The lecturer convey the purpose (benefit) of the lecture; (2) The lecturer shall deliver the lecture contract at the beginning of the lecture; (3) The lecturer uses the latest reference book and literature (last 5 years); (4) Lecturer completes lectures with teaching materials / diktat / handout; (5) The lecturer starts and ends the lecture on time according to the schedule specified; (6) Conformity between material submitted by lecturer and planning in lecture contract; (7) Submission of lecture materials by lecturers; (8) The lecturer gives examples of real (illustrative) applications related to lecture material; and (9) Lecturer's ability to integrate the use of technology media in learning. Winkel (1989) states that academic achievement is one proof that shows the ability or success of someone who did the learning process in accordance with the weight or value he achieved. Therefore, the academic achievement of students (Z) in this study is measured from the final score (the result of midterm examination plus the final exam result of the semester) students who have gone through the course of information technology management.…”

Desain Laporan Keuangan Berbasis Microsoft Excel Pada Toko Berkat

“…Pada akhirnya laporan keuangan yang dihasilkan tidak sesuai dengan standar akuntansi yang berlaku. Hal ini tentunya akan berdampak pada kualitas pengambilan keputusan manajerial UMKM [6] dan [7].…”

The hunt for computerized accounting education in the GCC: a structured literature review

“…Accounting graduates are increasingly expected to have practical knowledge, such as proficiency in using CA Computerized accounting education in the GCC software programs. To recognize the effect of CA on learning, the students' rationales for and perceptions of learning CA in two accounting disciplines trialed at the university level were investigated by Yaftian et al (2017). Serçemeli et al (2018) have investigated undergraduate experiences in a setting where a CA course module was proposed using a flipped-classroom approach.…”