Motivation in the first accounting course

There is evidence that both accounting and nonaccounting students do not perceive much value from the first accounting course. Both groups are unconvinced that the course will help them succeed in their careers. This article determines if motivation can be increased by showing the relevance of the c...

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Bibliographic Details
Published in:The CPA journal (1975) 2006-05, Vol.76 (5), p.66
Main Authors: Turner, Kimberly Gee, Lesseig, Vance P, Fulmer, Jr., John G
Format: Article
Language:English
Subjects:
Accountancy
Accounting
Higher education
Learning
Motivation
Statistical analysis
Students
Studies
Study and teaching
Teaching methods
Online Access:Get full text
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Summary:There is evidence that both accounting and nonaccounting students do not perceive much value from the first accounting course. Both groups are unconvinced that the course will help them succeed in their careers. This article determines if motivation can be increased by showing the relevance of the course material to a student's main concentration of study, whether it was accounting, another business area, or a non-business area. Two introductory accounting classes, taught by the same professor, were compared. One class was taught in a traditional manner and the second by using career-usage topics. Two types of evidence were used to judge the effectiveness of the motivational tool. First, some statistical analysis was undertaken, and second, anecdotal evidence was recorded by the professor. Both the quantitative and the anecdotal results indicate that tying accounting concepts to career applications can be used successfully in an introductory accounting class.
ISSN:0732-8435