The Interactive Role of Course Delivery Method and Individual Motivational Characteristics in Assessing Accounting Course Effectiveness

• In Event: Teaching Tools and Employment Readiness

Abstract

This paper examines how self-efficacy, intrinsic motivation and test anxiety interact with the delivery method (online vs. traditional) in classes beyond the principles level in accounting. Previous research shows that this higher level is where the delivery method matters most. The findings reveal interesting dynamics between the individual student characteristics and suggest that these characteristics play an important role in both actual and perceived learning, possibly helping to offset any perceived quality differential for one delivery method over the other. For example, the results underscore a potentially important role played by intrinsic motivation in the learning process. The findings also perhaps provide differential implications for schools in different environments, such as those that generally attract students who are motivated and prepared vs. those in which these characteristics vary greatly among students.

Authors

• Clement C Chen, University of Michigan-Flint

• Keith T. Jones, University of North Alabama

• Keith A Moreland, University of Michigan-Flint