Using classroom layout to help reduce students' apprehension and increase communication

Article


Rae, Kirsten and Sands, John. 2013. "Using classroom layout to help reduce students' apprehension and increase communication." Accounting Education. 22 (5), pp. 489-491. https://doi.org/10.1080/09639284.2013.835534
Article Title

Using classroom layout to help reduce students' apprehension and increase communication

ERA Journal ID19328
Article CategoryArticle
AuthorsRae, Kirsten (Author) and Sands, John (Author)
Journal TitleAccounting Education
Accounting Education: An International Journal
Journal Citation22 (5), pp. 489-491
Number of Pages3
Year2013
Place of PublicationUnited Kingdom
ISSN0963-9284
1468-4489
Digital Object Identifier (DOI)https://doi.org/10.1080/09639284.2013.835534
Abstract

When teaching introductory management accounting courses at undergraduate level, we have noticed that some students experience difficulty in integrating theoretical and technical knowledge of management accounting and applying it to specific scenarios. We decided to change the nature and design of the tutorials to provide greater support for students to discuss the concepts on an individual basis. In order to do so, we needed to overcome the communication apprehension we had observed. In summary, the changes to classroom layout for the tutorials appear to have reduced apprehension and increased participation, as students felt more comfortable talking about the course content, which ultimately enhanced their knowledge of management accounting and their performance in the course.

Keywordstutorials; classroom layout; accounting education
ANZSRC Field of Research 2020390303. Higher education
390103. Economics, business and management curriculum and pedagogy
Byline AffiliationsGriffith University
Institution of OriginUniversity of Southern Queensland
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