Exploring verbal, interpersonal, and visual intelligences in accounting education: Effects on student learning and performance

Q1 Social Sciences

Journal of Accounting Education Pub Date : 2024-08-22 DOI:10.1016/j.jaccedu.2024.100917

Shahriar M. Saadullah, Sameh Ammar, Abdulsamad Alazzani

引用次数: 0

Abstract

We examine the relationship between three dimensions of Multiple Intelligence (MI) and student performance using two assignments. Utilizing mixed research design, we not only confirm the existing relationship between selected MIs and student performance, but also unfold three themes (adaptable, enjoyable, and experiential) of learning experiences informed by student reflections that explain this relationship. These patters illustrate challenges faced, excitement experienced, and experiential learning gained by students. We find that incorporating MI in teaching and assessing accounting students is likely to hone their soft skills in addition to the logical or mathematical skills that are engaged in most accounting courses.

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探索会计教育中的语言智能、人际智能和视觉智能：对学生学习和成绩的影响

我们利用两次作业研究了多元智能（MI）的三个维度与学生成绩之间的关系。利用混合研究设计，我们不仅证实了所选多元智能与学生成绩之间的现有关系，而且还根据学生的反思展开了三个学习经验主题（适应性、愉快性和体验性），以解释这种关系。这些模式说明了学生所面临的挑战、所经历的兴奋以及所获得的体验式学习。我们发现，将多元智能融入会计专业学生的教学和评估中，很可能会在大多数会计课程所涉及的逻辑或数学技能之外，磨练学生的软技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Accounting Education Social Sciences-Education

CiteScore

4.20

自引率

0.00%

发文量

期刊介绍： The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.