Teaching the concept of control under IFRS 15: the effect of a three-step teaching approach and analogy usage
Purpose: This study aims to extend the current literature on International Financial Reporting Standard (IFRS) teaching by examining the argument by Hodgdon et al. (2013) that arranging accounting prescriptions into the level of concept, principle and rules is helpful to students in comprehending th...
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| Main Authors: | , , |
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| Format: | Article |
| Published: |
Emerald Publishing
2024
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| Subjects: | |
| Online Access: | http://eprints.um.edu.my/44889/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177233851&doi=10.1108%2fJIEB-11-2022-0077&partnerID=40&md5=47848b75082bbcc95aec9e021449edec |
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| Institution: | Universiti Malaya |
| Summary: | Purpose: This study aims to extend the current literature on International Financial Reporting Standard (IFRS) teaching by examining the argument by Hodgdon et al. (2013) that arranging accounting prescriptions into the level of concept, principle and rules is helpful to students in comprehending the complex set of accounting standards. Besides, the study aims to attest the argument that analogy is a useful tool in teaching, especially when dealing with complex knowledge or concepts. Design/methodology/approach: The study used a 3 × 2 between-subjects design, which includes the independent variables of the three-step teaching method (concept-only, concept + principle and concept + principle + rules) and the presence or absence of analogy. Findings: The findings support Hodgdon et al. (2013). However, the combination of Hodgdon et al.’s (2013) technique with analogy resulted in only better-perceived comprehension under the concept-only condition. Research limitations/implications: There are limitations to the |
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