Student perceptions on using guided reading questions to motivate student reading in the flipped classroom

Charles Andrew Brown, Kreag Danvers, David T. Doran

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors.

Original languageEnglish (US)
Pages (from-to)256-271
Number of pages16
JournalAccounting Education
Volume25
Issue number3
DOIs
StatePublished - May 3 2016

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classroom
student
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textbook
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All Science Journal Classification (ASJC) codes

  • Accounting
  • Education

Cite this

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Student perceptions on using guided reading questions to motivate student reading in the flipped classroom. / Brown, Charles Andrew; Danvers, Kreag; Doran, David T.

In: Accounting Education, Vol. 25, No. 3, 03.05.2016, p. 256-271.

Research output: Contribution to journalArticle

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