Learnsmart Vs Appendix C: Financial Accounting
Table of Contents
List of Tables ii
Introduction 1
Review of Literature 2
Methodology 5
Results 6
Conclusion 8
References 12
Appendix A: Research Questions 14
Appendix B: Financial Accounting Fall 2012 Learnsmart vs. Test Grade 15
Appendix C: Financial Accounting Spring 2013 Learnsmart vs. Test Grade 16
Appendix D: Financial Accounting Fall 2013 Learnsmart vs. Test Grade 17
List of Tables
Table 1. Research Questions ……………….…14
Table 2. Financial Accounting Fall 2012 Learnsmart vs. Test Grade ……………….…. 15
Table 3. Financial Accounting Spring 2013 Learnsmart vs. Test Grade ……………..… 16
Table 4. Financial Accounting Fall 2013 Learnsmart vs. Test Grade…………………… 17
Introduction Technology has become a major part …show more content…
of everyone’s lives. Almost every aspect of a person’s life incorporates the use of some type of technology, whether it is cell phones, computers, music devices, vehicles, etc. There is no doubt that technology has expanded and grown over the past years and has continued to grow exponentially. In colleges, technology has begun to play a huge role in the classroom. Homework assignments are given and submitted through emails or online class modules and important information is sent through university emails. Business courses have begun to incorporate eBooks and other online services in the classrooms in order to teach the students. But the use of technology is not exactly prominent in the classroom. The problem is not that the technology is not there. The problem lies with how the teachers are employing the usage of the technology as well as the students’ lack of exploitation of the resource. This thesis will focus on the application of technology in the classrooms and help to lower the numbers of failures in accounting classes.
The objective of this research is to analyze the effects of technology on accounting professions. This is to be accomplished by researching accounting information systems, developmental changes, systems and assessments, processes and flaws, and errors and corrections within the accounting realm. This research serves to assess the effectiveness of technology in retrospect to accounting careers. In a technologically advanced economy, businesses must be able to adjust and keep up with the growth of technology. Especially in the accounting profession, there must be some type of emergence of technology. Although accounting is still manual, much of the profession is technology-based. The problem lies with the technology and making advances. Technology has imperfections, and these imperfections in accounting systems can cause great damage in the accounting profession. Ignoring the different flaws in accounting systems and disregarding the need for accounting professions to merge with technology can lead to a lack of accounting in the future. This research serves to bring awareness to the need of technology in the accounting profession. Analyzing technology in relation to accounting can help to better prepare future accountants. While people are studying to become an accountant they can begin training on the different accounting systems already available so that when they enter the business world they can prosper. Another benefit of this research is to assure constant assessments and growth of accounting processes and systems.
At the completion of this thesis I hope to gain a better understanding of how technology aids in the success of undergraduates in the accounting departments at various colleges and universities. My findings will also help to provide ideas and recommendations to Claflin University in order to help my fellow peers and students to follow pass their accounting courses and better prepare them to enter the business world.
Review of Literature Information technology (IT) is defined as a set of tools, processes, and methodologies employed to collect, process, and present information (Business Dictionary). IT can also be referred to as Management Information Systems (MIS) or Information Systems (IS). Schneider (2012) stated that the department associated with IT is “responsible for storing information, protecting information, processing the information, transmitting the necessary information, and later retrieving the necessary information.” Information Technology has made a great impact in accounting processes. Sheila Shanker (2012) stated “since accounting is about dealing with information—business information-- any advances in this area will have a positive impact in the accounting department.” Since technology is growing at such an immense rate, it is no shock that it has been incorporated into the business world. There is an abundance of accounting software already created and many more in the works. Just as technology is constantly changing, there is a constant change in accounting as well. In accounting there are changes in reporting certain information. This may include changes in accounting methods, principles, as well as reporting changes. Developments in accounting standards have grown exponentially as well. U.S. Generally Accepted Accounting Principles (U.S. GAAP) and the International Financial Reporting Standards (IFRS), both make developments in different reporting principles and standards (Spiceland, 13). Changes in accounting and developments of standards have its advantages and disadvantages. Some of these advantages include being able to compete and adapt in a growing economy as well as keeping up with the growth of technology. Changes and developments also help to create new software for accounting programs which allows accountants to merge into the technological realm. One disadvantage to these changes is the pressure and hassle that comes with making these changes or developments as well as learning them. All in all, these developments and changes are made for the betterment of accounting. In order to make certain changes and developments in accounting processes and standards, there must be some sort of assessment. Assessments are used to check if accounting processes or standards are efficient and accurate. They can also be used to solve claims and other defects in software and systems (Spiceland, 762). Without an assessment there is no way to determine if an accounting principle is accurate or needs adjusting. Assessments aid in the development of certain accounting systems. Some types of software include TurboTax, Adobe systems, Microsoft products, and other accounting software that aids in the process (Spiceland, 559). These systems give accountants and other people in accounting advantages within the business world. A disadvantage of these systems is that technology is not perfect and can be flawed many times. Therefore there is a constant need for assessments of the systems. As stated earlier, it is necessary for accounting processes to be assessed. The accounting process include different principles, ways to record accounting processes, accounting systems, adjustments, the basic model of accounting, financial reporting, financial statements and the processing cycle (Spiceland, 50-87). Although these processes are spelled out and made to make accounting less of a hassle, there are a few flaws in the accounting process With any product or process flaws are inevitable. Most flaws are found in the accounting systems and programs developed mainly because there is no way to create the perfect technological product. Other flaws can lead to “accounting mismatch” such as reporting the wrong items on the wrong statements or misrepresenting accounting information (Spiceland, 673). This is why accountants must be extremely careful, keep detailed documents, and in many cases, backtrack. Other flaws in accounting come with minor mistakes or errors. These errors could be the result of a missed adjustment, information being inputted wrong or on the wrong financial statement and other slight errors (Spiceland, 502). Using the different software available can also cause errors. These errors can be deliberate or unintentional, and in many cases they are unintentional. But there are some ways to correct these mistakes. Assessments are always helpful in correcting an accounting error. In accounting, everything is documented and referenced so that if numbers do not match up, anyone can go back and check where the mistake was made (Spiceland, 1208). In many cases, these errors can be self-corrected with some sort of adjustment. In the case of a technology error, it may be harder to correct the error, but there is a way and constant fixtures being made to rid accounting programs of these errors. Accounting and technology are beginning to merge more and more with the exponential advancements of technology. Because of the constant growth in technology, accountants must be able to keep up and become familiar with the different software used. Since technology is not perfect many flaws and errors can occur when using technology. Therefore, accountants must be able to understand the idea of checks and balances and know how to adjust and record different mistakes and account for changes in reporting methods and principles. Continuous assessments must be made in order to ensure that the technology is updated, follows principles of GAAP and IFRS and actually helps an accountant accomplish various tasks rather than make their job harder.
Methodology
This research will utilize both qualitative and quantitative methods beginning spring 2012, with the help of two, possibly 3, teachers. The experiment will consist of the incorporation of the LearnSmart learning module provided by Connect from McGraw-Hill in the financial accounting course. The professors of these classes will then provide information on test grades and the LearnSmart information for that section. Information on the overall grades in the class and the classification of the student with the exception of names or IDs will also be provided. This research will continue through to the end of the fall semester of 2013. At that point the information and data will be used to compare and contrast as well as analyze the results in order to gain a better understanding and a clear conclusion of the benefits of technological learning. Qualitative findings will be used to compare the usage of technology in other colleges and universities.
Results
Through extensive research of various pieces of literature, I was able to gather an abundance of information to help in finding a solution to the problem of integrating technology and accounting in colleges and universities. Since I attend Claflin University I am familiar with the way technology is used in the different accounting courses offered. Claflin is not a very big school and it is private, so budgeting and funds for technology are not as great as they are at larger universities or publically funded colleges.
From my literature reviews, I was able to understand the need for technology in accounting better. Since technology is such a major force in this day in age, there is no surprise that accounting has taken to it. There are various accounting software available to help people do taxes, budget, make spreadsheets, and complete other tasks that an accounting would do. Some of this software includes TurboTax, QuickBooks, Quicken, Accounting Pro, Oracle, Microsoft Office Accounting, AME Accounting Software, and hundreds of other programs. More and more software are being created and utilized in the business world.
The problem is not that the software is not available; the problem is that many undergrad students are not getting the practice they need while in college to be able to utilize the software. Claflin’s only accounting technology is the McGraw Hill book website and Connect. This program helps students to understand concepts and problems taught in the class and included in the accounting textbooks. A part of the technology includes a program called LearnSmart that acts as note cards for students to study. This technology helps students to pass tests if used right. Although passing the class is important, the student needs practice with accounting software so that when they graduate and look for a job, they have a sort of advantage because they are already familiar with the technology. Larger colleges and universities provide this practice for their undergraduate accounting students. In upper level classes, professors spend time familiarizing their class with popular accounting software. In some instances, the class is involved in different case studies or programs in which they are given a real world case and have to put their accounting knowledge to use. Western Michigan University recently employed a program known as “Student Practitioner Interaction Program” to integrate practice into their accounting courses. The objective was to “facilitate interaction among accounting students, practitioners, and educators.” A senior level cost accounting course was given an actual capital budgeting case from a local Fortune 500 company. Students were able to interact with the executives on various occasions. Teams had to present recommendations to the company’s executives and faculty. Both the company executives and the students gave feedback and completed surveys at the conclusion of the program. Both the students and executives agreed that the program was beneficial. Programs such as the one offered at Western Michigan and other universities are beneficial because they give undergraduate students insight into what to expect when they graduate and enter their careers.
From my research I was able to develop an experiment at Claflin University. My experiment, as explained earlier, serves to provide insight into how accounting students in the undergraduate program are utilizing the technology and how beneficial the technology actually is for the students. From my experiment I was able to analyze the usage of LearnSmart and its correlation with the tests associated. Based off of the data I found, located in the appendixes at the end of this paper, I found that students that completed more of the LearnSmart module was able to get a higher grade on their tests than those that did not complete the LearnSmart, or did not even start. In most cases, the students did more LearnSmart the second time around and received a higher grade on their tests.
Although my experiment did prove my hypothesis right, there are some problems with my data. Although LearnSmart does help students retain information and gain a better understanding of the course, the module is not necessarily the reason for student’s success. Through conversations with some of the students, there are cases in which the student only completed the module for a grade or extra credit. This is a major problem because the students are not actually trying to learn; instead they are just looking for the grade. Since LearnSmart is a flashcard type of program the cards are repetitive and students simply memorize the answers and just wait until they come back up again. All-in-all LearnSmart does aid in some student’s success in Claflin’s accounting program, but more is needed to ensure that all students receive technological benefits and succeed.
Conclusion
There is diversity amongst students in colleges and universities. Although they may be of the same race and/or gender, they do not necessarily have the same learning styles. The seven learning styles are as follows according to an Overview of Learning Styles:
Visual (spatial): You prefer using pictures, images, and spatial understanding.
Aural (auditory-musical): You prefer using sound and music.
Verbal (linguistic): You prefer using words, both in speech and writing.
Physical (kinesthetic): You prefer using your body, hands and sense of touch.
Logical (mathematical): You prefer using logic, reasoning and systems.
Social (interpersonal): You prefer to learn in groups or with other people.
Solitary (intrapersonal): You prefer to work alone and use self-study.
In general, students have one of these seven learning styles or a mixture. Because of the various learning styles of students in college, teachers and professors must incorporate different practices in order to accommodate for the way in which students learn. Not all students can learn and understand when a teacher simply lectures. In most cases, lectures can cause students to “check-out”. Since students in undergraduate programs were born into a technological era, the use of technology in accounting classrooms could be of great benefit to the students. Through my studies and experiment I was able to gain a better understanding of the thin line between accounting and technology. Accounting is no longer just paper and pen. With the growth in technology, the accounting profession has incorporated the use of different accounting software to aid in the daily tasks of the job. Technology will never replace an accountant’s job because technology is flawed. Constant assessments must be made to technology in order to make sure the technology is efficient and useful. As with technology, accounting is a changing profession as well. GAAP and IFRS continue to make changes in accounting reporting standards and principles because they are in the midst of merging together to make accounting across foreign lines easier. My research helped to provide me with a few ideas and recommendations for Claflin’s business accounting department. As of now the only accounting technology used are those associated with the textbooks. I recommend that Claflin adapts some of the practices used in other colleges and universities such as interactive case studies and integrating accounting software such as TurboTax, QuickBooks, and AME Accounting Software to better prepare their students for what they will be doing when they enter the business world and their careers. With any research, there are limitations. Some of the limitations I faced included my resources. I was limited to the use of Claflin University only for my experiment. I was also faced with a problem when gathering my data. At the start of my thesis I initially wanted to use data from two different professors since not every professor teaches the same. This became a slight problem because one of the professors ended up leaving the university. Another limitation was my survey. Originally I wanted to do a survey amongst the students in my study to gain insight into how they felt about the use of technology in their courses and if they believed the technology was beneficial. I quickly realized that the students would not take the survey seriously so if I was to give one out, my information would not be of much help anyway. Apart from a few limitations, I was still able to gather enough data and research to complete this thesis. I was able to provide my university with a few recommendations they could use to make the accounting program a success and better prepare its students for when they enter into their careers. Hopefully my thesis findings and ideas will be incorporated and Claflin will integrate more technology into their accounting courses. I also hope to further my research and expand my findings into other colleges and universities. If Claflin considers some of these recommendations I have given, I would be able to say that I was a driving force in the change in the accounting program at my undergraduate university. That would be my contribution to my alma mater and I say that is a success and an accomplishment.
References
Cytron, S. H. (n.d.). Leading the Class Into the 21st Century. Journal of Accountancy. Retrieved
November 20, 2012, from http://www.journalofaccountancy.com/Issues/1998/Jun/cytron
How Technology has Impacted Accounting . (n.d.). Accounting Degrees: Top Traditional and
Online Accounting Schools . Retrieved November 20, 2012, from http://www.topaccountingdegrees.com/how-technology-has-changed-accounting
McGraw-Hill LearnSmart - An Adaptive Learning Product. (n.d.). McGraw-Hill LearnSmart –
An Adaptive Learning Product. Retrieved November 20, 2012, from http://learnsmart.prod.customer.mcgraw-hill.com/about/what-is-learnsmart/
Mcvay, G., Murphy, P., & Yung, S. W. (n.d.). Good Practices in Accounting Education:
Classroom Configuration and Technological Tools for Enhancing the Learning Environment. IDEAS: Economics and Finance Research. Retrieved November 20, 2012, from http://ideas.repec.org/a/taf/accted/v17y2007i1p41-63.html
Overview of learning styles. (n.d.).Learning Styles Online.com - including a free inventory.
Retrieved November 20, 2012, from http://www.learning-styles-online.com/overview/
Pepe, A. (2011, April 19). The Evolution of Technology for the Accounting Profession. Practice
Management Technology Advice for Tax & Accounting Professionals. Retrieved November 20, 2012, from http://www.cpapracticeadvisor.com/article/10263076/the-evolution-of-technology-for-the-accounting-profession
Schneider, L. (n.d.). Information Technology – All About Information Technology – What Information Technology means.
Welcome to Tech Careers. Retrieved November 20, 2012, from http://jobsearchtech.about.com/od/career
Shanker, S. (n.d.). How Is Information Technology Used in Accounting? | Chron.com.
Small Business - Chron.com. Retrieved November 20, 2012, from http://smallbusiness.chron.com/information-technology-used-accounting-2101.html
Spiceland, J. D., Sepe, J. F., & Tomassini, L. A. (2012). Intermediate accounting(7th ed.). Boston: McGraw-Hill/Irwin.
What is information technology (IT)? definition and meaning. (n.d.).BusinessDictionary.com-
Online Business Dictionary. Retrieved January 23, 2013, from http://www.businessdictionary.com/definition/information-technology-IT.html
Appendix A: Research Questions
Research Questions
1. How does technology affect the accounting profession?
2. What are accounting information systems?
3. How are changes made in accounting standards and processes?
4. What accounting systems are currently in use and how are assessments beneficial?
5. What types of flaws are there involved in accounting processes and how are flaws resolved?
6. What are the different types of errors made in accounting and how can these errors be corrected?
Appendix B: Financial Accounting Fall 2012 Learnsmart vs. Test
Grade
Figure 1. This chart compares the Learnsmart usage and the corresponding test grades during the fall semester of 2012. The Learnsmart columns are based on the percentage of the module completed.
Appendix C: Financial Accounting Spring 2013 Learnsmart vs. Test Grade
Figure 2. This chart compares the Learnsmart usage and the corresponding test grades during the spring semester of 2013. The Learnsmart columns are based on the percentage of the module completed.
Appendix D: Financial Accounting Fall 2013 Learnsmart vs. Test Grade
Figure 3. This chart compares the Learnsmart usage and the corresponding test grades during the fall semester of 2013. The Learnsmart columns are based on the percentage of the module completed.
List of Tables ii
Introduction 1
Review of Literature 2
Methodology 5
Results 6
Conclusion 8
References 12
Appendix A: Research Questions 14
Appendix B: Financial Accounting Fall 2012 Learnsmart vs. Test Grade 15
Appendix C: Financial Accounting Spring 2013 Learnsmart vs. Test Grade 16
Appendix D: Financial Accounting Fall 2013 Learnsmart vs. Test Grade 17
List of Tables
Table 1. Research Questions ……………….…14
Table 2. Financial Accounting Fall 2012 Learnsmart vs. Test Grade ……………….…. 15
Table 3. Financial Accounting Spring 2013 Learnsmart vs. Test Grade ……………..… 16
Table 4. Financial Accounting Fall 2013 Learnsmart vs. Test Grade…………………… 17
Introduction Technology has become a major part …show more content…
of everyone’s lives. Almost every aspect of a person’s life incorporates the use of some type of technology, whether it is cell phones, computers, music devices, vehicles, etc. There is no doubt that technology has expanded and grown over the past years and has continued to grow exponentially. In colleges, technology has begun to play a huge role in the classroom. Homework assignments are given and submitted through emails or online class modules and important information is sent through university emails. Business courses have begun to incorporate eBooks and other online services in the classrooms in order to teach the students. But the use of technology is not exactly prominent in the classroom. The problem is not that the technology is not there. The problem lies with how the teachers are employing the usage of the technology as well as the students’ lack of exploitation of the resource. This thesis will focus on the application of technology in the classrooms and help to lower the numbers of failures in accounting classes.
The objective of this research is to analyze the effects of technology on accounting professions. This is to be accomplished by researching accounting information systems, developmental changes, systems and assessments, processes and flaws, and errors and corrections within the accounting realm. This research serves to assess the effectiveness of technology in retrospect to accounting careers. In a technologically advanced economy, businesses must be able to adjust and keep up with the growth of technology. Especially in the accounting profession, there must be some type of emergence of technology. Although accounting is still manual, much of the profession is technology-based. The problem lies with the technology and making advances. Technology has imperfections, and these imperfections in accounting systems can cause great damage in the accounting profession. Ignoring the different flaws in accounting systems and disregarding the need for accounting professions to merge with technology can lead to a lack of accounting in the future. This research serves to bring awareness to the need of technology in the accounting profession. Analyzing technology in relation to accounting can help to better prepare future accountants. While people are studying to become an accountant they can begin training on the different accounting systems already available so that when they enter the business world they can prosper. Another benefit of this research is to assure constant assessments and growth of accounting processes and systems.
At the completion of this thesis I hope to gain a better understanding of how technology aids in the success of undergraduates in the accounting departments at various colleges and universities. My findings will also help to provide ideas and recommendations to Claflin University in order to help my fellow peers and students to follow pass their accounting courses and better prepare them to enter the business world.
Review of Literature Information technology (IT) is defined as a set of tools, processes, and methodologies employed to collect, process, and present information (Business Dictionary). IT can also be referred to as Management Information Systems (MIS) or Information Systems (IS). Schneider (2012) stated that the department associated with IT is “responsible for storing information, protecting information, processing the information, transmitting the necessary information, and later retrieving the necessary information.” Information Technology has made a great impact in accounting processes. Sheila Shanker (2012) stated “since accounting is about dealing with information—business information-- any advances in this area will have a positive impact in the accounting department.” Since technology is growing at such an immense rate, it is no shock that it has been incorporated into the business world. There is an abundance of accounting software already created and many more in the works. Just as technology is constantly changing, there is a constant change in accounting as well. In accounting there are changes in reporting certain information. This may include changes in accounting methods, principles, as well as reporting changes. Developments in accounting standards have grown exponentially as well. U.S. Generally Accepted Accounting Principles (U.S. GAAP) and the International Financial Reporting Standards (IFRS), both make developments in different reporting principles and standards (Spiceland, 13). Changes in accounting and developments of standards have its advantages and disadvantages. Some of these advantages include being able to compete and adapt in a growing economy as well as keeping up with the growth of technology. Changes and developments also help to create new software for accounting programs which allows accountants to merge into the technological realm. One disadvantage to these changes is the pressure and hassle that comes with making these changes or developments as well as learning them. All in all, these developments and changes are made for the betterment of accounting. In order to make certain changes and developments in accounting processes and standards, there must be some sort of assessment. Assessments are used to check if accounting processes or standards are efficient and accurate. They can also be used to solve claims and other defects in software and systems (Spiceland, 762). Without an assessment there is no way to determine if an accounting principle is accurate or needs adjusting. Assessments aid in the development of certain accounting systems. Some types of software include TurboTax, Adobe systems, Microsoft products, and other accounting software that aids in the process (Spiceland, 559). These systems give accountants and other people in accounting advantages within the business world. A disadvantage of these systems is that technology is not perfect and can be flawed many times. Therefore there is a constant need for assessments of the systems. As stated earlier, it is necessary for accounting processes to be assessed. The accounting process include different principles, ways to record accounting processes, accounting systems, adjustments, the basic model of accounting, financial reporting, financial statements and the processing cycle (Spiceland, 50-87). Although these processes are spelled out and made to make accounting less of a hassle, there are a few flaws in the accounting process With any product or process flaws are inevitable. Most flaws are found in the accounting systems and programs developed mainly because there is no way to create the perfect technological product. Other flaws can lead to “accounting mismatch” such as reporting the wrong items on the wrong statements or misrepresenting accounting information (Spiceland, 673). This is why accountants must be extremely careful, keep detailed documents, and in many cases, backtrack. Other flaws in accounting come with minor mistakes or errors. These errors could be the result of a missed adjustment, information being inputted wrong or on the wrong financial statement and other slight errors (Spiceland, 502). Using the different software available can also cause errors. These errors can be deliberate or unintentional, and in many cases they are unintentional. But there are some ways to correct these mistakes. Assessments are always helpful in correcting an accounting error. In accounting, everything is documented and referenced so that if numbers do not match up, anyone can go back and check where the mistake was made (Spiceland, 1208). In many cases, these errors can be self-corrected with some sort of adjustment. In the case of a technology error, it may be harder to correct the error, but there is a way and constant fixtures being made to rid accounting programs of these errors. Accounting and technology are beginning to merge more and more with the exponential advancements of technology. Because of the constant growth in technology, accountants must be able to keep up and become familiar with the different software used. Since technology is not perfect many flaws and errors can occur when using technology. Therefore, accountants must be able to understand the idea of checks and balances and know how to adjust and record different mistakes and account for changes in reporting methods and principles. Continuous assessments must be made in order to ensure that the technology is updated, follows principles of GAAP and IFRS and actually helps an accountant accomplish various tasks rather than make their job harder.
Methodology
This research will utilize both qualitative and quantitative methods beginning spring 2012, with the help of two, possibly 3, teachers. The experiment will consist of the incorporation of the LearnSmart learning module provided by Connect from McGraw-Hill in the financial accounting course. The professors of these classes will then provide information on test grades and the LearnSmart information for that section. Information on the overall grades in the class and the classification of the student with the exception of names or IDs will also be provided. This research will continue through to the end of the fall semester of 2013. At that point the information and data will be used to compare and contrast as well as analyze the results in order to gain a better understanding and a clear conclusion of the benefits of technological learning. Qualitative findings will be used to compare the usage of technology in other colleges and universities.
Results
Through extensive research of various pieces of literature, I was able to gather an abundance of information to help in finding a solution to the problem of integrating technology and accounting in colleges and universities. Since I attend Claflin University I am familiar with the way technology is used in the different accounting courses offered. Claflin is not a very big school and it is private, so budgeting and funds for technology are not as great as they are at larger universities or publically funded colleges.
From my literature reviews, I was able to understand the need for technology in accounting better. Since technology is such a major force in this day in age, there is no surprise that accounting has taken to it. There are various accounting software available to help people do taxes, budget, make spreadsheets, and complete other tasks that an accounting would do. Some of this software includes TurboTax, QuickBooks, Quicken, Accounting Pro, Oracle, Microsoft Office Accounting, AME Accounting Software, and hundreds of other programs. More and more software are being created and utilized in the business world.
The problem is not that the software is not available; the problem is that many undergrad students are not getting the practice they need while in college to be able to utilize the software. Claflin’s only accounting technology is the McGraw Hill book website and Connect. This program helps students to understand concepts and problems taught in the class and included in the accounting textbooks. A part of the technology includes a program called LearnSmart that acts as note cards for students to study. This technology helps students to pass tests if used right. Although passing the class is important, the student needs practice with accounting software so that when they graduate and look for a job, they have a sort of advantage because they are already familiar with the technology. Larger colleges and universities provide this practice for their undergraduate accounting students. In upper level classes, professors spend time familiarizing their class with popular accounting software. In some instances, the class is involved in different case studies or programs in which they are given a real world case and have to put their accounting knowledge to use. Western Michigan University recently employed a program known as “Student Practitioner Interaction Program” to integrate practice into their accounting courses. The objective was to “facilitate interaction among accounting students, practitioners, and educators.” A senior level cost accounting course was given an actual capital budgeting case from a local Fortune 500 company. Students were able to interact with the executives on various occasions. Teams had to present recommendations to the company’s executives and faculty. Both the company executives and the students gave feedback and completed surveys at the conclusion of the program. Both the students and executives agreed that the program was beneficial. Programs such as the one offered at Western Michigan and other universities are beneficial because they give undergraduate students insight into what to expect when they graduate and enter their careers.
From my research I was able to develop an experiment at Claflin University. My experiment, as explained earlier, serves to provide insight into how accounting students in the undergraduate program are utilizing the technology and how beneficial the technology actually is for the students. From my experiment I was able to analyze the usage of LearnSmart and its correlation with the tests associated. Based off of the data I found, located in the appendixes at the end of this paper, I found that students that completed more of the LearnSmart module was able to get a higher grade on their tests than those that did not complete the LearnSmart, or did not even start. In most cases, the students did more LearnSmart the second time around and received a higher grade on their tests.
Although my experiment did prove my hypothesis right, there are some problems with my data. Although LearnSmart does help students retain information and gain a better understanding of the course, the module is not necessarily the reason for student’s success. Through conversations with some of the students, there are cases in which the student only completed the module for a grade or extra credit. This is a major problem because the students are not actually trying to learn; instead they are just looking for the grade. Since LearnSmart is a flashcard type of program the cards are repetitive and students simply memorize the answers and just wait until they come back up again. All-in-all LearnSmart does aid in some student’s success in Claflin’s accounting program, but more is needed to ensure that all students receive technological benefits and succeed.
Conclusion
There is diversity amongst students in colleges and universities. Although they may be of the same race and/or gender, they do not necessarily have the same learning styles. The seven learning styles are as follows according to an Overview of Learning Styles:
Visual (spatial): You prefer using pictures, images, and spatial understanding.
Aural (auditory-musical): You prefer using sound and music.
Verbal (linguistic): You prefer using words, both in speech and writing.
Physical (kinesthetic): You prefer using your body, hands and sense of touch.
Logical (mathematical): You prefer using logic, reasoning and systems.
Social (interpersonal): You prefer to learn in groups or with other people.
Solitary (intrapersonal): You prefer to work alone and use self-study.
In general, students have one of these seven learning styles or a mixture. Because of the various learning styles of students in college, teachers and professors must incorporate different practices in order to accommodate for the way in which students learn. Not all students can learn and understand when a teacher simply lectures. In most cases, lectures can cause students to “check-out”. Since students in undergraduate programs were born into a technological era, the use of technology in accounting classrooms could be of great benefit to the students. Through my studies and experiment I was able to gain a better understanding of the thin line between accounting and technology. Accounting is no longer just paper and pen. With the growth in technology, the accounting profession has incorporated the use of different accounting software to aid in the daily tasks of the job. Technology will never replace an accountant’s job because technology is flawed. Constant assessments must be made to technology in order to make sure the technology is efficient and useful. As with technology, accounting is a changing profession as well. GAAP and IFRS continue to make changes in accounting reporting standards and principles because they are in the midst of merging together to make accounting across foreign lines easier. My research helped to provide me with a few ideas and recommendations for Claflin’s business accounting department. As of now the only accounting technology used are those associated with the textbooks. I recommend that Claflin adapts some of the practices used in other colleges and universities such as interactive case studies and integrating accounting software such as TurboTax, QuickBooks, and AME Accounting Software to better prepare their students for what they will be doing when they enter the business world and their careers. With any research, there are limitations. Some of the limitations I faced included my resources. I was limited to the use of Claflin University only for my experiment. I was also faced with a problem when gathering my data. At the start of my thesis I initially wanted to use data from two different professors since not every professor teaches the same. This became a slight problem because one of the professors ended up leaving the university. Another limitation was my survey. Originally I wanted to do a survey amongst the students in my study to gain insight into how they felt about the use of technology in their courses and if they believed the technology was beneficial. I quickly realized that the students would not take the survey seriously so if I was to give one out, my information would not be of much help anyway. Apart from a few limitations, I was still able to gather enough data and research to complete this thesis. I was able to provide my university with a few recommendations they could use to make the accounting program a success and better prepare its students for when they enter into their careers. Hopefully my thesis findings and ideas will be incorporated and Claflin will integrate more technology into their accounting courses. I also hope to further my research and expand my findings into other colleges and universities. If Claflin considers some of these recommendations I have given, I would be able to say that I was a driving force in the change in the accounting program at my undergraduate university. That would be my contribution to my alma mater and I say that is a success and an accomplishment.
References
Cytron, S. H. (n.d.). Leading the Class Into the 21st Century. Journal of Accountancy. Retrieved
November 20, 2012, from http://www.journalofaccountancy.com/Issues/1998/Jun/cytron
How Technology has Impacted Accounting . (n.d.). Accounting Degrees: Top Traditional and
Online Accounting Schools . Retrieved November 20, 2012, from http://www.topaccountingdegrees.com/how-technology-has-changed-accounting
McGraw-Hill LearnSmart - An Adaptive Learning Product. (n.d.). McGraw-Hill LearnSmart –
An Adaptive Learning Product. Retrieved November 20, 2012, from http://learnsmart.prod.customer.mcgraw-hill.com/about/what-is-learnsmart/
Mcvay, G., Murphy, P., & Yung, S. W. (n.d.). Good Practices in Accounting Education:
Classroom Configuration and Technological Tools for Enhancing the Learning Environment. IDEAS: Economics and Finance Research. Retrieved November 20, 2012, from http://ideas.repec.org/a/taf/accted/v17y2007i1p41-63.html
Overview of learning styles. (n.d.).Learning Styles Online.com - including a free inventory.
Retrieved November 20, 2012, from http://www.learning-styles-online.com/overview/
Pepe, A. (2011, April 19). The Evolution of Technology for the Accounting Profession. Practice
Management Technology Advice for Tax & Accounting Professionals. Retrieved November 20, 2012, from http://www.cpapracticeadvisor.com/article/10263076/the-evolution-of-technology-for-the-accounting-profession
Schneider, L. (n.d.). Information Technology – All About Information Technology – What Information Technology means.
Welcome to Tech Careers. Retrieved November 20, 2012, from http://jobsearchtech.about.com/od/career
Shanker, S. (n.d.). How Is Information Technology Used in Accounting? | Chron.com.
Small Business - Chron.com. Retrieved November 20, 2012, from http://smallbusiness.chron.com/information-technology-used-accounting-2101.html
Spiceland, J. D., Sepe, J. F., & Tomassini, L. A. (2012). Intermediate accounting(7th ed.). Boston: McGraw-Hill/Irwin.
What is information technology (IT)? definition and meaning. (n.d.).BusinessDictionary.com-
Online Business Dictionary. Retrieved January 23, 2013, from http://www.businessdictionary.com/definition/information-technology-IT.html
Appendix A: Research Questions
Research Questions
1. How does technology affect the accounting profession?
2. What are accounting information systems?
3. How are changes made in accounting standards and processes?
4. What accounting systems are currently in use and how are assessments beneficial?
5. What types of flaws are there involved in accounting processes and how are flaws resolved?
6. What are the different types of errors made in accounting and how can these errors be corrected?
Appendix B: Financial Accounting Fall 2012 Learnsmart vs. Test
Grade
Figure 1. This chart compares the Learnsmart usage and the corresponding test grades during the fall semester of 2012. The Learnsmart columns are based on the percentage of the module completed.
Appendix C: Financial Accounting Spring 2013 Learnsmart vs. Test Grade
Figure 2. This chart compares the Learnsmart usage and the corresponding test grades during the spring semester of 2013. The Learnsmart columns are based on the percentage of the module completed.
Appendix D: Financial Accounting Fall 2013 Learnsmart vs. Test Grade
Figure 3. This chart compares the Learnsmart usage and the corresponding test grades during the fall semester of 2013. The Learnsmart columns are based on the percentage of the module completed.