TY - JOUR
T1 - Student perceptions on using guided reading questions to motivate student reading in the flipped classroom
AU - Brown, Charles A.
AU - Danvers, Kreag
AU - Doran, David T.
N1 - Publisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2016/5/3
Y1 - 2016/5/3
N2 - Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors.
AB - Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors.
UR - http://www.scopus.com/inward/record.url?scp=84966711326&partnerID=8YFLogxK
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U2 - 10.1080/09639284.2016.1165124
DO - 10.1080/09639284.2016.1165124
M3 - Article
AN - SCOPUS:84966711326
SN - 0963-9284
VL - 25
SP - 256
EP - 271
JO - Accounting Education
JF - Accounting Education
IS - 3
ER -