Efecto de una clase de contabilidad pequeña en la eficacia del aprendizaje: un estudio entre estudiantes universitarios
DOI:
https://doi.org/10.35564/jmbe.2023.0023Palabras clave:
Small accounting class, class size, learning effectiveness, college students, Oman, small class, accountingResumen
Una clase más grande con más estudiantes tendrá menos interacciones entre los estudiantes y el profesor debido a la incapacidad del profesor para llegar a cada estudiante en un tiempo limitado. Sin embargo, en una clase pequeña de diez o menos estudiantes, se tendrán más oportunidades para interactuar con su profesor. En las clases de contabilidad, la interacción es uno de los aspectos más esenciales. Por lo tanto, este estudio tiene como objetivo explorar el efecto de las clases de contabilidad pequeñas (conducta de una clase pequeña y comprensión de una clase pequeña) y la efectividad del aprendizaje entre estudiantes universitarios en universidades de Omán. Este estudio también mide el efecto mediador del tamaño de la clase entre las variables independientes (conducta de una clase pequeña, comprensión de una clase pequeña) y la variable dependiente, efectividad del aprendizaje. Se utilizará una estrategia cuantitativa para recopilar datos para esta investigación. El investigador utilizará el software de modelado de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM) para examinar los datos. El estudio encuentra que la conducta de una clase pequeña afecta significativamente a la efectividad del aprendizaje, donde fue P<0.001, t=4.032. Del mismo modo, la comprensión de las clases de contabilidad pequeñas afecta significativamente a la efectividad del aprendizaje, que fue P<0.01, t=3.232. Sin embargo, el tamaño de la clase no media la relación entre la conducta de las clases de contabilidad pequeñas y la efectividad del aprendizaje. Del mismo modo, el tamaño de la clase no media la relación entre la comprensión de las clases de contabilidad pequeñas y la efectividad del aprendizaje.
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