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Students’ perceptions of their first accounting class: implications for instructors

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  • Jean Ingersoll Abbott
  • Barry R. Palatnik

Abstract

The purpose of this action research study is to learn directly from undergraduate students, through focus groups, about their experiences in their first accounting class, especially about the students’ knowledge and practice of critical thinking and about which classroom experiences engaged their attention and enhanced learning. The findings show that students want to understand how the first accounting course connects to the business world and to their other classes. Participants were unsure about when and how they practiced critical thinking; for improved learning outcomes, instructors need to keep critical thinking front and center. Students also need instruction in how to study accounting and how to utilize effectively the resources provided in their textbooks and as supplemental tools (e.g. integrated accounting software). Accounting professors must adapt their teaching methods to help students to meet professional demands, such as critical thinking skills and ability to handle a complex global business environment.

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  • Jean Ingersoll Abbott & Barry R. Palatnik, 2018. "Students’ perceptions of their first accounting class: implications for instructors," Accounting Education, Taylor & Francis Journals, vol. 27(1), pages 72-93, January.
    • Handle: RePEc:taf:accted:v:27:y:2018:i:1:p:72-93
    DOI: 10.1080/09639284.2017.1381032
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    References listed on IDEAS

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    Cited by:

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    2. Wolcott, Susan K. & Sargent, Matthew J., 2021. "Critical thinking in accounting education: Status and call to action," Journal of Accounting Education, Elsevier, vol. 56(C).
    3. Newman Amaning & Reindolph Osei Anim & Alexander Kyere & Godfred Peprah-Amankona, 2020. "Determinants of Career Intentions of Accounting Students," International Business Research, Canadian Center of Science and Education, vol. 13(12), pages 1-14, December.
    4. Tucker, Basil P. & Lawson, Raef, 2020. "EMBAs perceived usefulness of academic research for student learning and use in practice," The British Accounting Review, Elsevier, vol. 52(5).
    5. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Hickey, Anna, 2019. "Accounting education literature review (2018)," Journal of Accounting Education, Elsevier, vol. 47(C), pages 1-27.
    6. Javier Márquez & Laura Lazcano & Carmen Bada & José Luis Arroyo-Barrigüete, 2023. "Class participation and feedback as enablers of student academic performance," SAGE Open, , vol. 13(2), pages 21582440231, May.

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