Comparison of the effect of flipped classroom and quantum teaching methods with the traditional method on the performance of accounting principles students (1)

Document Type : Research Paper

Authors

1 PhD Student, Department of Accounting, yazd Branch, Islamic Azad University, Yazd, Iran.

2 Associate Professor, Department of Accounting, Yazd Branch, Islamic Azad University, Yazd, Iran

3 Accounting, Faculty of Humanities, Islamic Azad University, Yazd Branch, Yazd, Iran

10.22051/jera.2024.47414.3259

Abstract

Teaching and learning introductory accounting courses is of great importance as a foundation for teaching other accounting topics. Also, the increasing development of digital technologies and their application in education has required universities to make changes in traditional education methods. Therefore, the present study tries to investigate the effect of using flipped classroom and quantum teaching methods compared to the traditional teaching method from the perspective of accounting students' performance. In this quasi-experimental research, 78 students of accounting principles course (1), from Islamic Azad University units in Rafsanjan city, were placed in experimental and control groups in the first semester of 1400-1401. Analysis of covariance was used to analyze the results. The findings of the present study show that the average scores obtained in the control group did not change significantly in the pre-test and post-test stages.However, the level of scores of students in the two experimental groups has increased in the post-test stage compared to the pre-test, so that the performance of the students in the experimental groups has improved the performance of the students compared to the traditional teaching method. Using the results of this research, professors can improve the teaching of accounting principles (1) by applying practical methods.

Keywords

Empirical Research in Accounting

Articles in Press, Accepted Manuscript
Available Online from 08 September 2024

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History

  • Receive Date: 10 June 2024
  • Revise Date: 28 August 2024
  • Accept Date: 07 September 2024

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