This thesis examines and explores the potential of active teaching methods inside and outside the classroom. This literature review analyzes studies of accounting programs in different countries including the United States. The previous literature suggest that students perform better through active methods of teaching, rather than the traditional form of teaching in accounting programs. The findings also suggest that active teaching methods better prepare students for field work in accounting versus the traditional teaching methods. This analysis has two implications for accounting education. First, it provides a deeper understanding for the need of experiential learning in accounting degree programs. Second, this thesis may provide accounting educators with information on the best methods to promote student learning through active teaching.
","abstract_html":"<p>This thesis examines and explores the potential of active teaching methods inside and outside the classroom. This literature review analyzes studies of accounting programs in different countries including the United States. The previous literature suggest that students perform better through active methods of teaching, rather than the traditional form of teaching in accounting programs. The findings also suggest that active teaching methods better prepare students for field work in accounting versus the traditional teaching methods. This analysis has two implications for accounting education. First, it provides a deeper understanding for the need of experiential learning in accounting degree programs. Second, this thesis may provide accounting educators with information on the best methods to promote student learning through active teaching.</p>","abstract_has_math":false,"creators":["Woolfolk, Frances Ruth"],"institution":null,"degree_name":"Business, Accounting","degree_level":"Thesis","degree_discipline":"Accounting and Finance Department","degree_department":null,"school":null,"contributors":["Adam Maiga","Fonda Carter","Cindy Ticknor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-01-01T08:00:00Z","date_published":"2018-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:01Z","subjects":["Accounting Education","Teaching Methodology","Active Teaching","Learning","Assessment","Active Involvement","Service Learning","Accounting","Business Administration, Management, and Operations"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/363","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Adam Maiga","Fonda Carter","Cindy Ticknor"]},{"key":"dc:creator","label":"Author","values":["Woolfolk, Frances Ruth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-01-29T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Accounting and Finance Department"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Business, Accounting"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Accounting Education","Teaching Methodology","Active Teaching","Learning","Assessment","Active Involvement","Service Learning","Accounting","Business Administration, Management, and Operations"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/363"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis examines and explores the potential of active teaching methods inside and outside the classroom. This literature review analyzes studies of accounting programs in different countries including the United States. The previous literature suggest that students perform better through active methods of teaching, rather than the traditional form of teaching in accounting programs. The findings also suggest that active teaching methods better prepare students for field work in accounting versus the traditional teaching methods. This analysis has two implications for accounting education. First, it provides a deeper understanding for the need of experiential learning in accounting degree programs. Second, this thesis may provide accounting educators with information on the best methods to promote student learning through active teaching.
"]},{"key":"dc:title","label":"Title","values":["Improving Accounting Education"]}]}],"canonical_facts":{"dc:contributor":["Adam Maiga","Fonda Carter","Cindy Ticknor"],"dc:creator":["Woolfolk, Frances Ruth"],"dc:date.available":["2020-01-29T08:00:00Z"],"dc:description.abstract":["This thesis examines and explores the potential of active teaching methods inside and outside the classroom. This literature review analyzes studies of accounting programs in different countries including the United States. The previous literature suggest that students perform better through active methods of teaching, rather than the traditional form of teaching in accounting programs. The findings also suggest that active teaching methods better prepare students for field work in accounting versus the traditional teaching methods. This analysis has two implications for accounting education. First, it provides a deeper understanding for the need of experiential learning in accounting degree programs. Second, this thesis may provide accounting educators with information on the best methods to promote student learning through active teaching.
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