The impact of unstructured case studies on surface learners: a study of second-year accounting students

Kate Wynn-Williams · Nicola J. Beatson

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Accounting Education and Careers Problem and Project Based Learning Evaluation of Teaching Practices

Abstract

The empirical study described here uses the R-SPQ-2F questionnaire [Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149] to test deep and surface approaches to learning in a university intermediate-level accounting class that uses business cases in group presentations. Statistical testing of results for learning style before and after group presentations indicates an increase in surface learning over time, with no detectable change in deep learning style. The type of business case used has no effect, in this setting. Course grades, however, are significantly less for students who did not participate in the group presentation activity at all. The results support the claim that students focus on what is required; they may adopt a strategic approach to learning. In a similar way, accounting academics and workload models may be reacting to incentives that discourage reflective and formative feedback. If deeper approaches to learning are desirable, assessments need to reward this behaviour.

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References

2004Does Active Learning Work? A Review of the Research 1999Teaching for Quality Learning at University: What the Student Does 2001The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F 1988The Impact of Classroom Evaluation Practices on Students 2010Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness 1991Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports.2007Prescribed Active Learning Increases Performance in Introductory Biology 1997Deep and surface learning: a simple or simplistic dichotomy?

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