Can the introduction of a research-informed teaching intervention enhance student performance and influence perceptions?

Mali, Dafydd; Lim, Hyoung joo

Abstract

In this study, we compare the academic performance and perceptions of two student groups. The control group includes students that receive traditional accounting instruction (TA) during the totality of a lecture. The experimental group receives a research-informed teaching (RIT) intervention for the final 10 minutes of TA delivery (PER sample). Using questionnaire data, we find that the perceptions of both groups of students are equivalent at the start of the semester, suggesting two homogenous groups. However, at the end of the semester, we find the PER sample that receives the RIT intervention develops more critical perceptions. We find that the TA sample consolidates the views expressed in textbooks. Moreover, using mid-term and final exam values as a measure for academic performance, we find that the academic performance of both groups is equivalent at the mid-term point. However, the RIT intervention group demonstrates higher performance compared to the TA sample at the end of the semester. Overall our results suggest that undergraduate accounting students have the ability and sophistication to appreciate accounting research knowledge as a social phenomenon which can enhance their intrinsic motivation to develop accounting knowledge.

Citation

Mali, D., & Lim, H. J. (2022). Can the introduction of a research-informed teaching intervention enhance student performance and influence perceptions?. Accounting Education, 31(3), 322-346. https://doi.org/10.1080/09639284.2021.2014914

• Journal Article Type: Article
• Acceptance Date: Nov 27, 2021
• Online Publication Date: Feb 16, 2022
• Publication Date: Feb 16, 2022
• Deposit Date: Feb 22, 2022
• Publicly Available Date: Aug 17, 2023
• Journal: Accounting Education
• Print ISSN: 0963-9284
• Electronic ISSN: 1468-4489
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 31
• Issue: 3
• Pages: 322-346
• DOI: https://doi.org/10.1080/09639284.2021.2014914
• Keywords: Teaching intervention; student performance; research informed teaching; traditional approach
• Public URL: https://nottingham-repository.worktribe.com/output/7502326
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/09639284.2021.2014914
• Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Accounting Education on 16 Feb 2022, available online: http://www.tandfonline.com/10.1080/09639284.2021.2014914