Exploring accounting lecturers’ use of feedback as a teaching practice: a case of a South African university

Abstract

This study examined feedback in South African university first-year accounting classes. Teachers' complex approaches are based on their subject matter and pedagogical competence and their views about learning. Among the many approaches is feedback teaching. Feedback is providing performance-related information during or after class sessions or tasks. Feedback improves teachers and students and restructures knowledge. Accounting education found cognitively determined feedback strategies that promote information retention. Cognitivism underpins this paper. Cognitivism and accounting education share intellectualism, critical thinking, deep learning and information retention, long-term memory, and complicated problem-solving. Accounting feedback improves fundamentals. Cognitivism dominates accounting education. This work used exploratory qualitative research. This study selected three first-year accounting professors from different campuses. Participants' feedback knowledge, practices, and challenges were collected through semi-structured interviews. Participant reactions validated the findings. Thematically evaluated data. The study examined feedback comprehension, implementation techniques, and challenges. Accounting professors use feedback differently, which affects teaching and learning. Participants also listed many challenges to their practice.

Keywords: {'name': 'Feedback, teaching practice, teacher-centered, student-centered'}

Authors & affiliations

Grate Ndabezihle Moyo
Affiliation not supplied

Boitumelo Moreeng
Affiliation not supplied

Moeketsi Mosia
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.1007/s43545-021-00086-w

Agélii Genlott, A. (2020). Designing for Transformational Change in School: Digitalizing the Digitized (Doctoral dissertation). Örebro University.

DOI: 10.1108/EJIM-11-2019-0330

Ajayi, V. O. (2017). Primary sources of data and secondary sources of data. Benue State University, 1(1), 1-6.

Al-Bashir, M., Kabir, M., & Rahman, I. (2016). The Value and Effectiveness of Feedback in Improving Students' Learning and Professionalizing Teaching in Higher Education. Journal of Education and Practice, 7(16), 38-41.

Binu, M. (2020). The role of feedback in classroom instruction. The Journal of ELTIF, 5(4), 7-11.

DOI: 10.3390/math8101780

Botes, W., Moreeng, B., & Mosia, M. (2022). Pre-service teachers' experiences of a lesson study approach as a form of student support. Issues in Educational Research, 32(1), 57-70.

Care, E., Kim, H., Vista, A., & Anderson, K. (2018). Education System Alignment for 21st Century Skills: Focus on Assessment. Center for Universal Education at The Brookings Institution.

Cherry, K. (2020, June 10). How We Use Selective Attention to Filter Information and Focus. Retrieved from https://www.verywellmind.com/what-is-selective-attention-2795022#:~:text=Selective%20attention%20is%20the%20process,and%20focus%20on%20what%20matters

DOI: 10.1080/00933104.2019.1680466

DOI: 10.20853/34-5-4259

DOI: 10.1080/10494820.2021.1966638

DOI: 10.4324/9781003117834

DOI: 10.54300/122.311

DOI: 10.25134/ieflj.v4i1.796

DOI: 10.1007/s10763-019-09977-0

DOI: 10.1002/piq.21143

DOI: 10.1007/s10734-009-9247-4

Essel, R., Owusu-Boateng, W., & Essel, H. B. (2020). Challenges and effects of providing feedback to improve learning in distance education: a case study of Kwame Nkrumah University of Science and Technology-Kumasi–Ghana. Library Philosophy and Practice, 1-16.

DOI: 10.21428/8c225f6e.5bcbd385

DOI: 10.1080/02602930903197883

DOI: 10.3389/fpsyg.2021.697045

Ganimian, A. J., Vegas, E., & Hess, F. M. (2022). Realizing the promise: How can education technology improve learning for all? Brookings Institution Press.

Goetz, H. (2016). What Tutoring is and What Tutoring is not. Defining and choosing a good, effective tutor. Chapman University. Retrieved from https://blogs.chapman.edu/scst/2016/02/09/what-tutoring-is-and-what-tutoring-is-not/

DOI: 10.14221/ajte.2018v43n12.3

Hattie, J. (2011). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

DOI: 10.3102/003465430298487

DOI: 10.4018/978-1-5225-5085-3.ch017

DOI: 10.21125/edulearn.2018.1840

DOI: 10.1080/03075079.2011.598505

DOI: 10.1177/1049732309350879

Kew, J., & Watson, A. (2014). Improving conceptual understanding through mother tongue intervention. Proceedings of the 2014 SAAA Western Cape Regional Conference, 8 August 2014, 2014, Cape Town, South Africa. Retrieved from http://www.saaa.org.za/Downloads/Publications/SAAAWesternCape

Kir, P. (2020). Exploring the relationship between the beliefs and practices of instructors about oral corrective feedback in EFL classes: A case study from Turkey. International Online Journal of Education and Teaching, 7(2), 567-583.

DOI: 10.20853/33-6-2939

DOI: 10.1038/d41586-020-00661-w

Lim, S. (2020). Why clarity of purpose is important to success and how to get it. Retrieved from https://stunningmotivation.com/why-clarity-of-purpose-is-important-to-success-and-how-to-get-it/

DOI: 10.20343/teachlearninqu.7.2.8

DOI: 10.1183/20734735.001918

Marsh, E. (2019). Why we need to give more positive feedback. Retrieved from https://www.t-three.com/thinking-space/blog/why-we-need-to-give-more-positive-feedback

McLeod, S. A. (2020). Behaviorist approach. Simply Psychology. Retrieved from www.simplypsychology.org/behaviorism.html

DOI: 10.1080/09751122.2016.11890464

DOI: 10.1177/1362168815572747

DOI: 10.4102/td.v17i1.873

Padgett, D. (2020). Learning theories: Understanding the 4 major ones for the classroom. Retrieved from https://www.leaderinme.org/blog/learning-theories/

Pearson. (2016). Pearson BTEC Nationals. Business. Retrieved from https://qualifications.pearson.com/en/home.html

Penn State University. (2017). iStudy for success! Online Learning Tutorials Essentials for essential college skills. Retrieved from http://tutorials.istudy.psu.edu/cooperativelearning/cooperativelearning4.html

DOI: 10.1007/s10212-017-0344-y

DOI: 10.1080/02602938.2016.1142500

DOI: 10.1353/book4849

DOI: 10.1117/12.2270022

Qhosola, M. R. (2016). Creating Sustainable Learning Environments for a grade 10 Accounting classroom: A Critical Accounting Approach (Doctoral dissertation). University of the Free State.

DOI: 10.18820/2519593X/pie.v35i2.3

Reiser, R. A. (2018). A history of instructional design and technology. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (4th ed). Pearson Education.

Sambell, K. (2011). Rethinking feedback in higher education: An assessment for learning perspective. Published by ESCalate HEA Subject Centre for Education University of Bristol Graduate School of Education 35 Berkeley Square Bristol, BS8 1JA Email: [email protected] www.escalate.ac.uk © Kay Sambell and ESCalate July 2011. https://www.plymouth.ac.uk/uploads/production/document/path/2/2729/RethinkingFeedbackInHigherEducation.pdf

DOI: 10.1187/cbe.16-07-0219

Schunk, D. H. (2020). Learning Theories: An Educational Perspective (8th Ed.). Pearson Education.

Schutte. (2021). Accounting for All. Juta and Company (Pty) Ltd.

DOI: 10.20853/33-3-2224

DOI: 10.1080/08832323.2016.1256264

DOI: 10.2991/assehr.k.201014.090

DOI: 10.5296/ijafr.v8i4.13744

DOI: 10.2139/ssrn.3078559

DOI: 10.1001/jamanetworkopen.2018.3422

DOI: 10.21890/ijres.57796

Syamsuddin, R. (2021). Learning motivation, motivation of learning. In A. Abdul-Gayoum (Ed.), Effective learning and teaching for ESP (pp. 1-32). LAP Lambert Academic Publishing.

DOI: 10.1080/17470218.2016.1240815

Thomas, H. (2020). What are learning theories and why are they important for learning design? Retrieved from https://www.mybrainisopen.net/learning-theories-and-learning-design/

DOI: 10.1016/j.edurev.2012.11.004

DOI: 10.5430/ijhe.v8n6p157

Victoria State Government. (2020). The Pedagogical Model. Department of Education & Training.

Warde, A. (2004). Practice and Field: Revising Bourdieusian concepts. CRIC Discussion Paper No. 65. Centre for Research on Innovation and Competition, University of Manchester.

DOI: 10.1080/15566382.2017.12069189

Williams, C. (2020). Levels of feedback in preparation for a student-led conferencing event: A case study of elementary students' experiences (Doctoral dissertation). University of Kentucky.

DOI: 10.1007/978-981-10-3344-5_18

DOI: 10.3389/fpsyg.2021.743313