Does the Level of Complexity Affect Results of Self-Managed Learning Projects in the Study of Intermediate and Tax Accounting Topics?

• In Event: Effective Learning Strategies

Abstract

As suggested by the Quality Assurance Agency for Higher Education [QAA] (2002), a self-managed learning project was investigated. This project required both intermediate accounting and tax accounting students to actively participate in the learning process by obtaining and organizing lease (Lessee or Lessor) and tax (Sec. 1231or Depreciation) data as recommended by the AECC (1990), AICPA Framework (1999), and Schulman (2005). These projects were designed to give the students an opportunity to improve their written communication skills as recommended by the Pathways Commission (2012) and the International Federation of Accountants in IES3 (2008). The effects and student perceptions of the projects were analyzed using an exam and questionnaire in each course. These self-managed learning projects (elaboration) were generally equally as effective in learning the intermediate accounting topics (Lessee and Lessor) and tax accounting topics (Sec. 1231 and Depreciation) as either reading only the text in the textbook or reviewing the textbook examples. However, the students’ perceptions of the benefits of their projects did vary depending on the complexity of the topics to be organized. Therefore, it appears that the self-managed learning project is a good alternative method of teaching moderately complex intermediate or tax accounting topics. However, this type of learning method is generally less effective for overly complex accounting or tax topics.

Authors

• Judith A Sage, Sage & Sage

• Lloyd G Sage, Sage & Sage