 Student perceptions on using guided reading questions to motivate student reading in the flipped classroomCharles A. Brown, Kreag Danvers and David T. Doran Accounting Education, 2016, vol. 25, issue 3, 256-271 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. Date: 2016 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:accted:v:25:y:2016:i:3:p:256-271 Ordering information: This journal article can be ordered from DOI: 10.1080/09639284.2016.1165124 Access Statistics for this article Accounting Education is currently edited by Richard Wilson More articles in Accounting Education from Taylor & Francis Journals |
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