Development and evaluation of interactive multimedia modules in management accounting for CSB students

• Main Author: Bucad, Merlinda Noel
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Interactive multimedia; Curriculum evaluation; Teaching > Aids and devices; College students; Managerial accounting; Educational Administration and Supervision; Educational Leadership
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/85; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1084&context=etd_doctoral
• Institution: De La Salle University

The study focused on the development and evaluation of interactive, multimedia modules in Management Accounting for CSB students. The students were enrolled in the BSBA programs particularly on Computer Applications, Export, and Human Resource Management. They were enrolled in ACCMANA AA1 in the third term of school year 2003-2004. The paradigm used was suggested by Nocon (1998) which was patterned from Hannafin and Peck (l988). It covered needs assessment, design, development, implementation, and evaluation. Part of the needs assessment was determining the students characteristics, current competencies, learning needs, and environmental needs. As a result, the general goal and the specific objectives of the online modules were established. The design phase focused on the procedures and requirements in developing the courseware while development phase included the preparation of lesson flowcharts, storyboards, programming, and support materials. Scheiters Modified Abedor Model (1976) was used for the formative evaluation done by experts and students. As a result, a courseware was completed ready for implementation. The paradigm suggested by Rapatan (2004) was used in the assessment of the learning process which includes pedagogy, cognition, and instructional design. In pedagogy, constructivism was focused. In the cognition domain, the paradigm was modified, where the Learning Process and the Thinking Skills aspects were assessed according to the revised Blooms Taxonomy of Learning. The higher-order cognitive skills were manifested by the students in the study. Related to students learning were the following findings: there was a significant difference in the pretest and post test scores attitude towards ACCMANA and 4 computers have significant relationship to test gains while learning skills and learning styles have no significant relationship to test gains. The predictor of test gains is the combination of the attitude towards ACCMANA and computers.