Student perceptions on using guided reading questions to motivate student reading in the flipped classroom

Although upper-level accounting majors tend to be more motivated than introductory-level students, or non-accounting majors, it is still challenging to motivate such students to complete and understand assigned readings. The purpose of this study is to assess student perceptions on the implementation of guided reading questions to motivate and enhance student reading to help flip the intermediate accounting classroom. Without essential preparation, students may be unable to adequately participate during class discussions or perform well across other course dimensions, especially in a flipped classroom setting. We assigned guided reading questions related to two required intermediate financial accounting textbook presentations (one course specifically for accounting majors and the other for non-accounting majors). Student perception results indicate that the guided reading questions positively impact student motivation, reading comprehension, effort level, and understanding of the material before attending class. The results are strongest for non-accounting majors.     

Out-West Products, Inc.: A financial modeling and decision analysis case

The Out-West Products, Inc. instructional case requires students to build a comprehensive financial model to support planning and decision-making. Part 1 of this team-oriented Excel project requires students to construct a baseline model, while Part 2 provides sensitivity analysis and decision-making extensions. The case incorporates cost-volume-profit, accounting income versus cash flow, and benchmarking analyses. Case objectives provide students with a realistic financial modeling experience that includes: building models; linking data across financial statements; testing solutions and analyzing scenarios; and improving critical thinking skills. These objectives closely align to the AICPA Core Competency Framework for Entry into the Accounting Profession. The case can be used in introductory and upper-division managerial accounting, upper-division cost accounting, and MBA managerial accounting courses, and can be modularized to achieve instructor-specific objectives.