Effect of a cooperative learning environment on students' attitudes relative to the accounting course at Blaine High School

Abstract

There has been a call for change regarding secondary accounting curriculum by the Accounting Education Change Commission in hopes of developing active learning for students utilizing case studies in the classroom (Libby, 1991). Teachers need to enhance their conventional teaching techniques from the traditional format for students to be able to develop their critical thinking and problem-solving skills. When students can think critically, they will develop a deeper understanding of the content and will be developing the 21st century skills required in the workplace. The purpose of this study was to gain the perceptions of students' attitudes towards accounting during and after the instruction where cooperative learning strategies were implemented. Permission was obtained from 26 parents and students from one classroom at Blaine High School. A pre- and post-survey was used to compare the student perceptions and confidence after the cooperative learning, and a paired t-test was used to analyze the data. The Blaine accounting program is taught by a licensed/certified business and marketing teacher and the results of the study showed a slight increase in student confidence about completing the activities after the cooperative learning took place. The results demonstrated beneficial outcomes when cooperative learning is utilized in the classroom setting.