BAUCHI JOURNAL OF VOCATIONAL EDUCATION AND ENTREPRENEURSHIP DEVELOPMENT (BAJOVEED) Effects of Blended Learning Approach on Secondary School Students' Interest and Motivation in Financial Accounting in Gombe State (original) (raw)
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2021
This research is a comparative descriptive study which aims to determine the effect of the application of blended learning on student achievement in the Accounting Theory course. The form of research used is quasi-experimental, namely by trying out a treatment. The characteristic of experimental research is that the researcher manipulates the variables under study. The form of manipulation is in the form of giving treatment to the object of research to look for differences in the effect of the application of conventional methods with the blended learning method, which is controlled by the ability of critical thinking and student analysis power. The improvement of learning outcomes studied in this research is in the affective and cognitive domains. The subjects of this study were students of the Accounting Theory class, Faculty of Economics, Andalas University, Padang. There are about 31 students per class. Data collection techniques use observation (using observation sheets), unstructured interviews, quizzes (essays), documentation. The result of research shows that the application of the i-learn UNAND, social networking-based blended learning method can improve the learning achievement in Accounting Theory course. It is indicated by the improvement of the learning achievement on the affective and cognitive aspects, which became the focus of this research. This is because, with the blended method, learning is not monotonous, the students do not get bored to learn and they are also free to discuss through internet media so that their level of understanding of the material is optimal. The lesson schedule is also not disturbed because lectures can still be done even though the lecturer is unable to enter the class. However, for blended learning, students are required to have a high willingness to learn.
International Journal of Academic Research in Progressive Education and Development
The aim of this study was to analyze students' readiness and interest in blended learning using the latest technology in Principles of Accounting subject in schools of the southern zone of Malaysia. The study used a quantitative approach with the study design on a survey basis based on a questionnaire. It involved 400 form four students from 30 secondary schools in the states of Johor, Melaka and Negeri Sembilan. The selection of schools and respondents was made using simple random sampling. The data was analyzed using descriptive tests. The findings showed that students' readiness for blended learning in Principles of Accounting subject was at a high level (mean = 4.19) while students' interest in learning Accounting Principles through the blended learning method had a high level as well (mean = 4.33). Overall students are ready to accept blended learning methods in the process of learning Principles of Accounting subject. As an implication of the study, teachers of these subjects can take the opportunity to provide a blended learning method using technology that can increase students' interest, understanding and mastery compared to conventional methods that are usually teacher-centered.
Exploring the Impact of Blended Learning on Learners' Academic Performance in Accounting
Background: Academic performance in Accounting in the EGCSE curriculum has been poor since 2012, hence the study explored the impact of blended learning on learners" academic performance in Accounting. The study sought to achieve and answer four objectives and research questions. It determined mean performance and difference in mean performance for the experimental and control group in the pre-test and post-test. It hypothesised that there was no significant difference in the mean performance for the two groups in both tests. Materials and Methods: The study was quantitative in nature and a quasi-experimental design was used. It involved Form 5 intact classes in two schools (selected on convenience and purposive). In School A (experimental group, n=12) learners were taught using blended learning method whilst in School B (control group, n=16) learners were taught using traditional method. Pre and post tests were used to gather data which were analysed using means, standard deviation, independent samples t-tests computed on SPSS 20. Results: The results showed a statistically significant difference (p=0.004, p>0.05) in the mean performance of the experimental and control group in the pre-test in favour of the control group. A significant difference (p=0.008, p>0.05) in the mean performance of the experimental and control group in the post-test in favour of the experimental group was also revealed. Conclusion:The study concluded that blended learning improves learners" academic performance in Accounting.
Blended Learning: Improving Motivation in Learning Accounting Case of SMK N 1 Bantul 2012/2013
Jurnal Pendidikan Akuntansi Indonesia, 2013
Penelitian ini merupakan Penelitian Tindakan Kelas yang bertujuan untuk meningkatkan Motivasi Belajar Akuntansi siswa kelas X SMK N 1 Bantul tahun pelajaran 2012/2013. Penelitian ini dilakukan dalam dua siklus dengan menggunakan dua metode pengumpulan data yaitu observasi dan angket dimana data yang terkumpul kemudian dianalisis dengan analisis data kualitatif melalui tiga tahap, yaitu reduksi data, penyajian data dan penarikan kesimpulan. Analisis kualitatif tersebut kemudian dilengkapi dengan analisis statistic deskriptif untuk menghitung skor Motivasi Belajar Akuntansi. Berdasarkan hasil penelitian disimpulkan bahwa implementasi Blended Learning dapat meningkatkan Motivasi Belajar Akuntansi Siswa Kelas X Kompetensi Keahlian Akuntansi SMK N 1 Bantul Tahun Pelajaran 2012/2013 dibuktikan dengan adanya peningkatan skor Motivasi Belajar Akuntansi kelas XAk3 dari 78,45% pada siklus pertama dan mencapai 85,46% pada siklus kedua. Peningkatan jumlah siswa yang termotivasi dari 17 siswa pa...
Blended Learning Implementation in Accounting Discipline
Advancing Technology and Educational Development through Blended Learning in Emerging Economies, 2014
This chapter examines the successful implementation of blended learning in an intermediate financial reporting course in a public university. The results of this study show that there is a significant difference between students completing the course through conventional learning and those completing the course via blended learning, with the later showing unfavourable results. The results in this study provide indication that for the students to perform well there is the need for them to be independent learners when studying using blended learning. However, the students believe that they could complete the course successfully regardless of whether they study the course through conventional learning or blended learning. Finally, the results show that academics are of the opinion that students should change their attitude to succeed. The academics further opined that the course and facilities need to be reviewed and upgraded to assist students in completing the course. The findings in this study provide some understanding of the implementation of blended learning in an intermediate financial reporting course.
2020
This study investigated the effect of blended instructional strategy on the learning outcome of adults undertaking professional accounting programme in Southwest, Nigeria. The study examined the homogeneity of the experimental and control groups before treatment; and the learning outcome of the experimental and control groups after treatment. The study adopted a quasi-experimental pre-test and post-test two group design (one experimental group and one control group). The population targeted for this study consisted of all adults undertaking professional accounting programme in 9 centres in Southwest, Nigeria. The sample consisted of 41 adults undertaking accounting professional programme (intact class size), drawn from two study centres in Southwest, Nigeria, through a multistage sampling procedure. Performance Test in Basic Accounting (PTBA) and Attitudinal Learning Scale (ALS) were used to collect data. The data collected were subjected to t-test and Analysis of Covariance at α = 0.05 level of significance. The findings revealed that the use of Blended Learning and Conventional strategy enhanced the performance of adults undertaking accounting professional programme while Blended Learning is the more effective. From the findings derived from this study, it was recommended among others that the use of a Blended Learning strategy should be encouraged in accounting professional programme learning centres so as to enhance better performance of adults undertaking professional accounting programme.
Meditari Accountancy Research, 2007
Blended learning is the new buzzword in higher education. International trends in open and distance learning proclaim that the use of blended learning is essential for any distance education institution that wishes to remain relevant in an increasingly contested market. Blended learning refers to the use of a variety of technologies, pedagogies, contexts and delivery modes (such as online learning) to create a strategic mix that will increase student success. Online learning environments form a crucial part of any blended learning strategy. In the South African context, access to such online environments is a controversial issue.
Effect Of Blended Learning Strategy On Achievement In Economics In Relation To Motivation To Learn
International Journal of Scientific & Technology Research, 2020
The present study investigates the effect of blended learning strategy on achievement in Economics in relation to motivation to learn Economics. The sample consisted of 120 students of XI class from two private schools of Amritsar city affiliated to CBSE, New Delhi. The study covered two independent variables viz. instructional strategies and motivation to learn Economics. The variable of instructional strategies was studied at two levels, namely blended learning strategy and conventional teaching strategy. The variables of motivation to learn was studied as three levels, namely high, average and low motivation to learn economics. The dependent variable was the performance gain which was calculated as the difference in posttest and pre-test scores. The experimental group was taught through blended learning strategy on various five topics from the Economics subject of class XI and the control group was taught by conventional method of teaching by the investigators. The instructional ...
International Journal of Innovative Information Systems & Technology Research, 2018
The study determined the Effect of Blended Learning Approach on Students" Achievement in Business Education in Rivers State University. Two research questions and two hypotheses were formulated to guide the study. The design of the study was quasi-experimental with non-randomized pretest post-test control design. The population size also used as sample was 365 first (1 st) year students in the Department of Business Education of the Rivers State University. The instrument that was used for the study is a self-developed titled Blended learning students" Achievement Test. The reliability coefficient of 0.73 was determined using Kuder Richardson (K-R 20). Data obtained were analyzed using mean for research questions, and F-test (one way Analysis of Variance and Analysis of covariance) used to test the hypotheses at 0.05 level of significance. Results showed that the experimental group taught using Blended Learning achieved significantly higher than the control group taught with lecture method. Although, there was no statistical difference in the posttest mean scores of students with low, medium and high level of achievement. Based on the findings, it was recommended among others that Business Education lecturers should adopt Blended Learning approach to encourage students" active participation and also to trigger student"s achievement among others.
A Blended Learning Approach to Teaching First Year Accounting
ICERI2010 Proceedings, 2010
This paper reports the findings of an empirical study of the adoption of a blended learning approach to teaching the first year accounting course at one of a large Australian universities. A pre and post survey questionnaire assessing student's views on this learning environment was administered in the first and final lecture of the course. It was found that students perceived greater benefits from the blended learning environment for immediate feedback, motivation for taking responsibility for their own learning and support for their learning style. Additionally, students perceived that the blended learning environment resulted in improved performance in the course, improved comprehension of basic accounting knowledge and assisted students to better understand the procedures, terms and principles of accounting. Results indicate that the blended learning environment adopted improves student learning outcomes, the overall satisfaction with the course and their overall performance.