An exploratory investigation of the approaches to learning of accounting students studying toward a professionally accredited post-graduate programme at the University of Cape Town

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dc.contributor.advisorWormald, Michaelen_ZA
dc.contributor.authorAnthony, Jamesen_ZA
dc.date.accessioned2014-08-15T14:22:43Z
dc.date.available2014-08-15T14:22:43Z
dc.date.issued2013en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractIncreased emphasis by professional bodies on fostering life-long learning has resulted in interest in student approaches to learning. The aim of this paper is to provide a preliminary investigation into the approaches to learning of accounting students in the context of a South African university by sampling students studying a professionally accredited post-graduate programme. A further aim is to investigate the potential differences in these approaches to learning between each of the four core subjects of this post-graduate programme, as well as differences between male and female students, and students achieving differing academic grades. The intention is to serve as a basis for further research within this context as well as provide insights for accounting educators into both student approaches to learning, and links to the learning environment. The Approaches to Study Skills Inventory for Students (ASSIST) was administered to a group of volunteer students all studying the Post-Graduate Diploma in Accounting (PGDA) at the University of Cape Town (UCT). The applicability of the ASSIST survey was tested via confirmatory factor analysis and thereafter the data was analysed to measure the general tendencies of students to favour either a Deep, Surface or Strategic approach to learning. The findings of this study indicate the ASSIST survey is applicable within the context administered although inconsistencies in student responses for one of the four subjects warrants further research. In analysing the data, UCT PGDA students were found to favour a Strategic approach to study, which could be partially attributed to intensive workloads as well as pressure to pass final examinations – passing these exams would grant them eligibility to sit the first of two professional examinations. Generally, no statistically significant differences between student approaches to learning for each of the four core subjects could be observed, nor between student approaches to learning for each gender. However, academically stronger students were found to have less fear of failure; a greater achieving tendency, as well as feeling more comfortable in managing their time. The use of the ASSIST survey in this context is acceptable and initial indications suggest that UCT PGDA students feel discouraged from using a surface approach to learning – a step toward fostering competence in life-long learning.en_ZA
dc.identifier.apacitationAnthony, J. (2013). <i>An exploratory investigation of the approaches to learning of accounting students studying toward a professionally accredited post-graduate programme at the University of Cape Town</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,Department of Finance and Tax. Retrieved from http://hdl.handle.net/11427/6588en_ZA
dc.identifier.chicagocitationAnthony, James. <i>"An exploratory investigation of the approaches to learning of accounting students studying toward a professionally accredited post-graduate programme at the University of Cape Town."</i> Thesis., University of Cape Town ,Faculty of Commerce ,Department of Finance and Tax, 2013. http://hdl.handle.net/11427/6588en_ZA
dc.identifier.citationAnthony, J. 2013. An exploratory investigation of the approaches to learning of accounting students studying toward a professionally accredited post-graduate programme at the University of Cape Town. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Anthony, James AB - Increased emphasis by professional bodies on fostering life-long learning has resulted in interest in student approaches to learning. The aim of this paper is to provide a preliminary investigation into the approaches to learning of accounting students in the context of a South African university by sampling students studying a professionally accredited post-graduate programme. A further aim is to investigate the potential differences in these approaches to learning between each of the four core subjects of this post-graduate programme, as well as differences between male and female students, and students achieving differing academic grades. The intention is to serve as a basis for further research within this context as well as provide insights for accounting educators into both student approaches to learning, and links to the learning environment. The Approaches to Study Skills Inventory for Students (ASSIST) was administered to a group of volunteer students all studying the Post-Graduate Diploma in Accounting (PGDA) at the University of Cape Town (UCT). The applicability of the ASSIST survey was tested via confirmatory factor analysis and thereafter the data was analysed to measure the general tendencies of students to favour either a Deep, Surface or Strategic approach to learning. The findings of this study indicate the ASSIST survey is applicable within the context administered although inconsistencies in student responses for one of the four subjects warrants further research. In analysing the data, UCT PGDA students were found to favour a Strategic approach to study, which could be partially attributed to intensive workloads as well as pressure to pass final examinations – passing these exams would grant them eligibility to sit the first of two professional examinations. Generally, no statistically significant differences between student approaches to learning for each of the four core subjects could be observed, nor between student approaches to learning for each gender. However, academically stronger students were found to have less fear of failure; a greater achieving tendency, as well as feeling more comfortable in managing their time. The use of the ASSIST survey in this context is acceptable and initial indications suggest that UCT PGDA students feel discouraged from using a surface approach to learning – a step toward fostering competence in life-long learning. DA - 2013 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 T1 - An exploratory investigation of the approaches to learning of accounting students studying toward a professionally accredited post-graduate programme at the University of Cape Town TI - An exploratory investigation of the approaches to learning of accounting students studying toward a professionally accredited post-graduate programme at the University of Cape Town UR - http://hdl.handle.net/11427/6588 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/6588
dc.identifier.vancouvercitationAnthony J. An exploratory investigation of the approaches to learning of accounting students studying toward a professionally accredited post-graduate programme at the University of Cape Town. [Thesis]. University of Cape Town ,Faculty of Commerce ,Department of Finance and Tax, 2013 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/6588en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Finance and Taxen_ZA
dc.publisher.facultyFaculty of Commerceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherFinancial Managementen_ZA
dc.titleAn exploratory investigation of the approaches to learning of accounting students studying toward a professionally accredited post-graduate programme at the University of Cape Townen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMComen_ZA
uct.type.filetypeText
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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