Is Google Classroom, Zoom, and WhatsApp effective for accounting students during the COVID-19 pandemic?

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Chalarce Totanan
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引用次数: 5

Abstract

Abstract The purpose of this study was to explain the level of accounting understanding in the learning process based on the technology. Population, there were 453 accounting students. The results: the level of understanding for assets was 85.5% and equity 86.8%, which is very understandable. For liabilities, it was only 66.1%, less understanding. Through statistical testing, the accounting learning system using Google Classroom provides a level of understanding of 0.437, using Zoom is 1.334, and the use of WhatsApp is −0.158, which has a negative effect. Zoom is superior because lecturers and students can interact as they would in an offline classroom setting. This research can be generalized to different courses.
在新冠肺炎大流行期间,谷歌课堂、Zoom和WhatsApp对会计学生有效吗?
摘要本研究的目的是解释在基于技术的学习过程中对会计的理解水平。人口中,有453名会计专业学生。结果显示:对资产的理解水平为85.5%,对权益的理解程度为86.8%,这是可以理解的。就负债而言,这一比例仅为66.1%,低于理解水平。通过统计测试,使用谷歌课堂的会计学习系统提供了0.437的理解水平,使用Zoom为1.334,使用WhatsApp为−0.158,这具有负面影响。Zoom非常出色,因为讲师和学生可以像在离线课堂环境中一样进行互动。这项研究可以推广到不同的课程。
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来源期刊
Journal of Education for Business
Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
8.30%
发文量
32
期刊介绍: The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.
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