Testing the effectiveness of teaching and learning methods in the field of financial management: experimental research

Subject Areas : Islamic finance

Kamyar Asadimehr ¹ , Mohammadhamed Khanmohammadi ² , Seyede Atefe Hosseini ³

1 - Department of Accounting, Fi.C., Islamic Azad University, Firouzkooh, Iran.
2 - Department of Accounting, Dam.C., Islamic Azad University, Damavand, Iran.
3 - Department of Accounting, Fi.C., Islamic Azad University, Firouzkooh, Iran.

Received: 2024-05-30 Accepted : 2024-10-14 Published : 2025-03-19

Keywords: Activity-Based Active Learning, Student Academic Performance, Team-Based Learning, Traditional Instruction,

Abstract :

Purpose: The aim of this study is to evaluate the effectiveness of activity-based active learning and team-based learning approaches in enhancing student performance, and to compare these methods with the traditional lecture-based instructional approach.

Methodology: This research adopts a quasi-experimental design with a three-group pretest-posttest structure. The statistical population includes all financial management students enrolled at Islamic Azad Universities in Tehran Province. A convenience sampling method was employed. The independent variable is the type of instructional method, and the dependent variable is students’ academic performance. Students’ end-of-semester grades were used as a measure of performance, and data analysis was conducted using analysis of covariance (ANCOVA).

Findings: The results indicate that the instructional method employed in the classroom significantly affects student performance. Based on the test statistics and eta squared values, approximately 60.2% of the variance in academic performance in financial management courses can be explained by the type of teaching method. Furthermore, a significant difference was observed between active and traditional instructional methods; both the activity-based and team-based approaches outperformed the traditional lecture method. However, no statistically significant difference was found between the activity-based and team-based methods themselves.

Originality / Value: This study contributes to the literature by confirming that modern pedagogical strategies are generally more effective than traditional lecture-based instruction. Although the relative effectiveness of specific active learning methods may not differ significantly from one another, they all outperform the conventional lecture format when applied independently.

References:

Abedi, N., Taherabadi, A. A., Kheirollahi, F., & Jamshidi Navid, B. (2022). The Effect of Teaching Method STAD, JIGSAW and Virtual Education on Achieving Students' Cognitive Goals of Financial Statements Based on Bloom's Classification. Accounting and Auditing Review, 29(1), 113-145. [In Persian]
Ainsworth, J. (2021). Team-based learning in professional writing courses for accounting graduates: Positive impacts on student engagement, accountability and satisfaction. Accounting Education, 30(3), 234-257.
Albrecht, W. S., & Sack, R. J. (2000). Charting the course through a perilous future. American Accounting Association.
Alqasa, K. M. A., & Afaneh, J. A. A. (2022). Active Learning Techniques and Student Satisfaction: Role of Classroom Environment. Eurasian Journal of Educational Research (EJER).
Bedford, N. M., & Shenkir, W. G. (1987). Reorienting accounting education. Journal of Accountancy, 164(2).
Bressane, A., Zwirn, D., Essiptchouk, A., Saraiva, A. C. V., de Campos Carvalho, F. L., Formiga, J. K. S., ... & Negri, R. G. (2024). Understanding the role of study strategies and learning disabilities on student academic performance to enhance educational approaches: A proposal using artificial intelligence. Computers and Education: Artificial Intelligence, 6, 100196.
Daniel, K., Msambwa, M. M., Antony, F., & Wan, X. (2024). Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning. Computer Applications in Engineering Education, 32(4), e22733.
De Lorenzis, F., Pratticò, F. G., Repetto, M., Pons, E., & Lamberti, F. (2023). Immersive Virtual Reality for procedural training: Comparing traditional and learning by teaching approaches. Computers in Industry, 144, 103785.
Dehghan Dehnavi, H., Moinoddin, M., & Saba, N. (2012). Components of the Knowledge and Skills in Accounting Education in the New Business Environment with Structural Equation Modeling Approach. Empirical Research in Accounting, 2(2), 105-119. [In Persian]
Dorodchi, M., & Dehbozorgi, N. (2017). Addressing the paradox of fun and rigor in learning programming. In Conference on Innovation and Technology in Computer Science Education.
Emerson, A., Cloude, E. B., Azevedo, R., & Lester, J. (2020). Multimodal learning analytics for game‐based learning. British journal of educational technology, 51(5), 1505-1526.
Fakhari, H., & Dadgar, S. (2018). Examining the "Expectation-Practice Gap" in Professional Skills Training for Accounting Graduates (with an Emphasis on Undergraduate Studies). Journal of Educational Planning Studies, 6(12), 168-188. [In Persian]
International Accounting Education Standards Board. (2011). International Education Standard.
Kassarnig, V., Mones, E., Bjerre-Nielsen, A., Sapiezynski, P., Dreyer Lassen, D., & Lehmann, S. (2018). Academic performance and behavioral patterns. EPJ Data Science, 7, 1-16.
Kolb, J. (1970). Goals of Mathematics Instruction. The High School Journal, 53(5), 253-263.
LoPresto, M. C., & Slater, T. F. (2016). A new comparison of active learning strategies to traditional lectures for teaching college astronomy. Journal of Astronomy & Earth Sciences Education, 3(1).
Lynam, S., Cachia, M., & Stock, R. (2024). An evaluation of the factors that influence academic success as defined by engaged students. Educational Review, 76(3), 586-604.
Mahmoodi, F., Fathiazar, S., & Sfandyari, R. (2010). The Investigation of the Relationship between Active Participation of Students and Their Academic Achievement in the Process of Teaching. Foundations of Education, 10(3), 65-82. [In Persian]
Nahas, K., Karami, G., Hejazi, R., & Khajavi, S. (2020). Investigation the Effect of Team-Based Learning (TBL) on Active Learning in Accounting. Accounting and Auditing Research, 12(45), 55-70. [In Persian]
Namazi, M., & Raiessi, Z. (2023). The effect of traditional education approaches and big data method on academic achievement of accounting students. Financial Accounting and Auditing Research, 15(60), 1-25. [In Persian]
Namazi, N. R., & Salehi, T. (2022). Identify and Ranking Active Learning Methods in Accounting Education Using the Fuzzy Analysis Hierarchy Process. Journal of Accounting and Social Interests, 12(3), 45-70. [In Persian]
Nayeb Zadeh, S., Moinuddin, M., Ghasem Poor, D., & Din Pazhooh, F. (2013). Examining the gap between academic accounting teachings and employer expectations. The First National Accounting and Management Conference. [In Persian]
Omelicheva, M. Y., & Avdeyeva, O. (2008). Teaching with lecture or debate? Testing the effectiveness of traditional versus active learning methods of instruction. PS: Political Science & Politics, 41(3), 603-607.
Opdecam, E., & Everaert, P. (2012). Improving student satisfaction in a first-year undergraduate accounting course by team learning. Issues in Accounting Education, 27(1), 53-82.
Riley, J., & Ward, K. (2017). Active learning, cooperative active learning, and passive learning methods in an accounting information systems course. Issues in Accounting Education, 32(2), 1-16.
Rivadeneira, J., & Inga, E. (2023). Interactive peer instruction method applied to classroom environments considering a learning engineering approach to innovate the Teaching–Learning process. Education Sciences, 13(3), 301-325.
Rotgans, J. I., Rajalingam, P., Ferenczi, M. A., & Low-Beer, N. (2019). A students’ model of team-based learning. Health Professions Education, 5(4), 294-302.
Saadati, E., Yazdani, S., Khanmohammadi, M., & Gorjizadeh, D. (2023). Future studies the role of factors determining of managers' fraud through the use of the fraud diamond model. Advances in Finance and Investment, 4(2), 85-114. [In Persian]
Salehi, H., Ahadi Sarkani, S. Y., & Sheikh, M. J. (2024). The quality and effectiveness of the proceedings of official judicial experts in the field of accounting and auditing. Advances in Finance and Investment, 5(3), 115-138. [In Persian]
Salimi, M. (2010). Comparing the academic achievement of popular and isolated students. Research in Curriculum Planning, 6(24), 119-130. [In Persian]
Shams, G. (2000). The relationship between introversion and extraversion and locus of control with academic achievement of middle school students in Tehran (Master Thesis, University of Isfahan, Isfahan). [In Persian]
Tucker-Ladd, C. (1996). Psychological self-help. Clay Tucker-Ladd.
Wyness, L., & Dalton, F. (2018). The value of problem-based learning in learning for sustainability: Undergraduate accounting student perspectives. Journal of Accounting Education, 45, 1-19.