[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: ::
Back to the articles list Back to browse issues page
Increasing accounting learning in the Keller's motivation environment
Rezvan Hejazi1, Kazem Nahas 2
1- Full professor of Accounting, Faculty of Management and Accounting of Khatam University, Tehran, Iran (Hejazi33@gmail.com)
2- Assistant Professor of Accounting, Faculty of Management and Accounting of Zand Institute of Higher Education, Shiraz, Iran(Corresponding author)) , km.nahas@gmail.com
Abstract:   (6241 Views)
This case study examines the impact of Keller's Motivation method by Attention, Relevance, Confidence and Satisfaction (ARCS) that is consistent with the skill index in accordance with IAES, on the learning of intermediate accounting 2 students.
This study is a semi-experimental research which has been conducted by pre-test, post-test, and analysis of Covariance (ANCOVA). The statistical population of this study includes all the students of the Zand Institute of Higher Education in Shiraz in the educational year 2018-2019. The samples were selected according to the available community. In this study, students were divided into one experimental and one control group (32 in the experimental group and 32 in the control group). The score of the final exam of students is considered as their learning score.
The results showed that there was a significant increase in learning in the experimental group (ARCS method) compared to the control group (traditional method). Therefore, study by keller's motivation model, which complies with the Individual Skills Index in accordance with ISE is an appropriate tool for enhancing the learning of accounting concepts.
Keywords: Motivation, Learning, Accounting, Keller
     
Type of Study: Research | Subject: Special
Received: 2019/12/21 | Accepted: 2020/03/23 | Published: 2022/09/22
References
1. Accounting Education Change Commission (AECC). 1992. The first course in accounting: Position statement No. 2. Issues in Accounting Education, 7(2): 249-251.
2. Apostolou, B., Dorminey, J. W., Hassell, J. M., & Rebele, J. E. 2017. Accounting education literature review. 2016. Journal of Accounting Education: 39, 1-31.
3. Ausubel, D. P. 1962. A Subsumption Theory of Meaningful Verbal Learning and Retention. The Journal of General Psychology, 66(2): 213-224.
4. Bedford, N. M., & Shenkir, W. G. 1987. Reorienting accounting education. Journal of Accountancy, 164(2): 84.
5. Bonate, P. L. 2000. Analysis of pretest-posttest designs. Chapman and Hall/CRC.
6. Bonita, R., Beaglehole, R., & Kjellström, T. 2006. Basic epidemiology. World Health Organization.
7. Bonner, S. E. 1999. Choosing teaching methods based on learning objectives: An integrative framework. Issues in Accounting Education, 14(1): 11-15.
8. Campbell, M. M. 2007. Motivational systems theory and the academic performance of college students. Journal of College Teaching & Learning, 4(7): 11-24.
9. Catania, A. C. 1992. BF Skinner, organism. American Psychologist, 47(11): 1521.
10. Cho, M. H., & Castañeda, D. A. 2019. Motivational and affective engagement in learning Spanish with a mobile application. System, 81: 90-99.
11. Crawford, L., Helliar, C., Monk, E., & Veneziani, M. 2014. International Accounting Education Standards Board: Organizational legitimacy within the field of professional accountancy education. In Accounting forum. Vol. 38, No. 1: 67-89.
12. DeVito, T. R. 2008. A study of the teaching strategies of paramedic educators as they relate to models of adult education. University of Hartford.
13. Dombrovskis, V., Guseva, S., & Murasovs, V. 2011. Motivation to Work and the Syndrome of Professional Burn-out among Teachers in Latvia. Procedia-Social and Behavioral Sciences, 29: 98-106.
14. Gagne, R. M., & Perkins-Driskoll, M. 1988. Essential of learning for instruction (2"" ed.).
15. Hodges, C. B. 2004. Designing to motivate: Motivational techniques to incorporate in e-learning experiences. The Journal of Interactive Online Learning, 2(3): 1-7.
16. Hodges, C. B. 2006. Lessons learned from a first instructional design experience. International Journal of Instructional Media, 33(4): 397-404.
17. Hodges, C. B., & Kim, C. 2013. Improving college students’ attitudes toward mathematics. TechTrends, 57(4): 59-66.
18. Huitt, W. 2001. Motivation to learn: An overview. Educational psychology interactive. Availbale at: http://www.edpsycinteractive.org/papers/socdev.pdf
19. Irons, A. 2007. Enhancing learning through formative assessment and feedback. Routledge.
20. Keller, J. M. 1983. Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1(1983): 383-434.
21. Keller, J. M. 1987. Development and use of the ARCS model of instructional design. Journal of instructional development: 10(3), 2-10.
22. Keller, J., & Suzuki, K. 2004. Learner motivation and e-learning design: A multinationally validated process. Journal of educational Media, 29(3): 229-239.
23. Lazarides, R., Dietrich, J., & Taskinen, P. H. 2019. Stability and change in students' motivational profiles in mathematics classrooms: The role of perceived teaching. Teaching and Teacher Education, 79: 164-175.
24. Li, K., & Keller, J. M. 2018. Use of the ARCS model in education: A literature review. Computers & Education, 122: 54-62.
25. Lin, H. H., Yen, W. C., & Wang, Y. S. 2018. Investigating the effect of learning method and motivation on learning performance in a business simulation system context: An experimental study. Computers & Education, 127: 30-40.
26. Margueratt, D. O. 2007. Improving Learner Motivation Through Enchanced Intructional Design.
27. Martens, R., Gulikers, J., & Bastiaens, T. 2004. The impact of intrinsic motivation on e‐learning in authentic computer tasks. Journal of computer assisted learning, 20(5): 368-376.
28. Molaee, Z., & Dortaj, F. 2015. Improving L2 learning: An ARCS instructional-motivational approach. Procedia-Social and Behavioral Sciences, 171: 1214-1222.
29. Murphy, E. A. 2005. Enhancing student learning with governmental accounting jeopardy!. Journal of Public Budgeting, Accounting & Financial Management, 17(2): 223-248.
30. Murthy, V. E., Villatte, M., & McHugh, L. 2019. Investigating the effect of conditional vs hierarchical framing on motivation. Learning and Motivation, 65: 33-42.
31. Schiefele, U. 1991. Interest, learning, and motivation. Educational psychologist, 26(3-4): 299-323.
32. Stout, D. E., & Wygal, D. E. 2010. Negative behaviors that impede learning: Survey findings from award-winning accounting educators. Journal of Accounting Education, 28(2): 58-74.
33. Strong, M. A. 2004. An investigation of two motivational factors on completion rates of a self-paced, online course.
34. Tabachnick, B. G., & Fidell, L. S. 2007. Experimental designs using ANOVA. Thomson/Brooks/Cole.
35. Verma, J. P. 2012. Data analysis in management with SPSS software. Springer Science & Business Media.
36. Verma, J. P. 2012. Data analysis in management with SPSS software. Springer Science & Business Media.
37. Weiner, B. 1990. History of motivational research in education. Journal of educational Psychology, 82(4): 616.
38. Woolfolk, A. E. 1987, 1995, 2001, 2004. Educational psychology (5th, 6th, 8th, and 9th ed.). Boston: Allyn and Bacon.
Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print



Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Back to the articles list Back to browse issues page
دوفصلنامه علمی حسابداری ارزشی و رفتاری journal of Value & Behavioral  Accounting
Persian site map - English site map - Created in 0.06 seconds with 30 queries by YEKTAWEB 4355