Accounting students’ perceptions of effective teaching and approaches to learning: impact on overall student satisfaction

Belete Jember Bobe · Barry J. Cooper

43 citations0/0 files storedAccounting and Finance

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Accounting Education and Careers Evaluation of Teaching Practices Management and Marketing Education

Abstract

Abstract This study is concerned with the ways to improve the quality of learning experiences of accounting students. Drawing on the effective teaching and student approach to learning literature, we hypothesise that effective teaching and students’ approach to learning (deep versus surface learning) are two important predictors of the quality of the learning experience. The hypotheses were tested using survey data of second‐year undergraduate students enrolled in two core accounting subjects at an Australian university. The data were analysed using the partial least‐squares structural equation modelling approach. The study aims to make a useful contribution to theory and teaching practice.

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References

1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 2011PLS-SEM: Indeed a Silver Bullet 2015A primer on partial least squares structural equation modeling (PLS-SEM)2011An assessment of the use of partial least squares structural equation modeling in marketing research 1999Teaching For Quality Learning At University 2008Teaching for quality learning at university 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*1999Teaching for Quality Learning at University: What the Student Does

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