Impact of Entry Mode on Students' Approaches to Learning: A Study of Accounting Students

Autor/inn/en	Abhayawansa, Subhash; Tempone, Irene; Pillay, Soma
Titel	Impact of Entry Mode on Students' Approaches to Learning: A Study of Accounting Students
Quelle	In: Accounting Education, 21 (2012) 4, S.341-361 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2012.661605
Schlagwörter	Foreign Countries; Accounting; Undergraduate Students; Student Attitudes; Learning Strategies; Learning Motivation; Prior Learning; Technical Education; Adult Education; Scores; Academic Achievement; Curriculum Design; Educational Background; Questionnaires; Likert Scales; Statistical Analysis; Componential Analysis; Transfer Students; Transfer of Training; Factor Analysis; Construct Validity; Australia; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Abrechnung; Buchführung; Buchhaltung; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Vorkenntnisse; Technikunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schulleistung; Lehrplangestaltung; Vorbildung; Fragebogen; Likert-Skala; Statistische Analyse; Hochschulwechsel; Schulwechsel; Studienortwechsel; Training; Transfer; Ausbildung; Faktorenanalyse; Australien
Abstract	This study examines the impact of prior learning experience on students' approaches to learning (SAL). It compares SAL of accounting students admitted to university in Australia on the basis of Institutes of Technical and Further Education (TAFE) qualifications (TAFE-to-university) and through direct entry mode (Year 12-to-university). The motivation for the study lies in the need to understand potential learning differences to inform learning interventions for optimal learning outcomes for all students--regardless of entry mode. The findings suggest that prior TAFE learning experience impacts SAL in university. However, the findings question the stereotypical view of the TAFE learning context as fostering surface approaches to learning, as higher scores on deep and achieving approaches were recorded by TAFE-to-university students. The level of adoption of a surface approach was found to be less among students undertaking predominantly third-year units regardless of entry mode. This study's findings have important implications for designing curricula and assessment for accounting units to cater for all students from different educational pathways, for university teachers to adopt an inclusive approach, and for higher education access policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01