A Cooperative Learning Assignment to Effectively Review the Accounting Cycle for Generation Z Students

• In Event: Teaching, Learning and Curriculum

Abstract

Generation Z learning preferences include individual learning with peer groups as support and active learning assignments with an entrepreneurial spirit. This paper examines an out-of-class assignment using the game of Monopoly in Intermediate Financial I as a review of the full accounting cycle. The assignment has been used in Fall 2017 and Fall 2018 with student feedback in a survey adopted and modified from Tanner and Lindquist (1998). Findings indicate the cooperative learning style of this assignment is effective in improving the students understanding of the accounting cycle, building teamwork and improving their interest in financial accounting.

Author

• Renee M Castrigano, Gannon University