Undergraduate accounting students instructional preferences in Australia and Zimbabwe: A comparative study

Seedwell Tanaka Muyako Sithole, Indra Abeysekera

Research output: Contribution to conferenceConference paper presented at Conference (not in Proceedings)

Abstract

This study examines the instructional preferences exhibited by students in an Australian and Zimbabwean setting. Using graphical and textual presentations, an experiment with three instructional designs and 217 undergraduate students, this study empirically examines student understanding of financial accounting in the two countries. Student’s performance scores and reported mental effort ratings were used to determine the instructional preference. The findings of this comparative study show that Australian accounting students prefer graph and text designs that require self-management while Zimbabwean students prefer integrated graphical and textual designs. The results suggest that educators need to cater for differences in the way people see the world in the design of accounting instructional material.
Original languageEnglish
Pages1-40
Number of pages40
Publication statusPublished - 2018
Event2018 AFAANZ Conference - Auckland, New Zealand
Duration: 1 Jul 20183 Jul 2018
https://www.afaanz.org/

Conference

Conference2018 AFAANZ Conference
CountryNew Zealand
CityAuckland
Period1/07/183/07/18
Internet address

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