CLASSROOM RESEARCH AND EXPERIENTIAL LEARNING: THREE SUCCESSFUL EXPERIENCES-THE IMPACT OF STUDENT WRITING IN LEARNING ACCOUNTING
Titel:
CLASSROOM RESEARCH AND EXPERIENTIAL LEARNING: THREE SUCCESSFUL EXPERIENCES-THE IMPACT OF STUDENT WRITING IN LEARNING ACCOUNTING
Auteur:
Cunningham, Billie M.
Verschenen in:
Community college journal of research and practice
Paginering:
Jaargang 15 (1991) nr. 3 pagina's 317-325
Jaar:
1991-07
Inhoud:
As the knowledge base in all disciplines continues to grow, professors face the problem of incorporating even more essential, difficult, technical material into their already content-filled courses. Furthermore, companies are hiring more selectively than ever, requiring not only superior technical skills but also good writing skills of the people they hire. How can faculty add more technical material plus extra writing practice into already bulging courses? One solution may be to supplement typical homework problems with daily written journals. In using these journals, the students would think about and better understand difficult concepts that are not being fully understood through homework problems. Also, a byproduct of writing in daily journals would be extra writing practice and, presumably, better writing skills. The purpose of this paper is to describe the results of research done in the Collin County Community College District in which four Principles of Accounting classes were used in an experiment involving writing to learn. Two classes were conducted in the traditional accounting class format in which student participation was through homework problems. The other two classes also wrote in daily journals, using a few minutes of class time to individually summarize difficult concepts presented during that class. Final grades and attrition rates of the experimental groups were compared at the end of the semester with promising results.
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