Engagement of Accounting Students in Learning Environment with the Implementation of Authentic-Based Multimedia in Nigerian Tertiary Institutions
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 07 February 2022

Engagement of Accounting Students in Learning Environment with the Implementation of Authentic-Based Multimedia in Nigerian Tertiary Institutions

Olusola-Fadumiye Titilope Olufunke, Jamalludin B Harun, Megat Aman Zahiri bin Megat Zakaria

Universiti Teknologi Malaysia, Malaysia

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.01.423

Pages: 118-125

Keywords: Authentic-Based Multimedia, Engagement, Learning Environment, Skills, Accounting Education

Abstract

The demand for university education to produce good graduate students for emerging nations to deal with global adjustments in the learning environment looks to be increasing as global technological advancements accelerate. Although, educational institutions could evolve technologically to increase students' potential to differentiate, particularly in mathematics and vocational education. As Accounting is concerned, it is one of the undergraduate courses that incorporate learning from other disciplines as well as vocational education. Nevertheless, student outcomes in accounting have remained inadequate, owing to high dropout rates and low engagement due to insufficient teaching techniques, resulting in weak sensory thinking skills needed for success. therefore, the purpose of this article is to bridge the gap by investigating an authentic-based multimedia learning environment to improve student engagement in the teaching of accounting education in Nigerian higher institutions. Constructivist learning methodologies are being investigated in conjunction with Mayer's cognitive theory of multimedia learning, cognitive engagement theories, and behavioral engagement theories in order to solve these challenges, which is critical for engaging students in many emerging nations. For this analysis, 90 respondents were chosen from a total population of 120 undergraduate accounting students. Data was collected through questionnaire surveys and semi-structured interviews with open-ended questions. The study's results are important for instructors and administrators who seek to increase student participation in multimedia learning environments in their classroom teaching. Future studies could emphasize on the difficulties of adopting authentic-based multimedia learning while keeping students engaged. To conclude, the federal government, higher education officials, curriculum designers, and accounting teachers are all working together to boost student engagement in Nigeria's multimedia learning environment, as shown in this article.

References

  1. Bature, I. J. (2020). Mathematics Teachers Reflection on the Role of Productive Pedagogies in Improving their Classroom Instruction. International Journal of Educational Methodology, 6(2), 319–335. https://doi.org/10.12973/ijem.6.2.319

  2. Bell, L., Aldridge, J. M., & Fraser, B. J. (2009). Examining the Effectiveness of Teacher Professional Development in an Authentic Learning Environment as Part of a WholeSchool Initiative for School Improvement. October 2014.

  3. Bhutto, G. A., Bhatti, Z., Rehman, S., & Joyo, S. (2018). Multimedia Based Learning Paradigm For School Going Children Using 3D Animation. Journal of Information and Communication Technology, 2(4), 202–207.

  4. Bond, M., & Bedenlier, S. (2019). Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework. JOURNAL OF INTERACTIVE MEDIA IN EDUCATION Bond, 1, 1–14.

  5. Chen, C. (2010). Teaching problem solving and database skills that transfer. Journal of Business Research, 63(2), 175–181. https://doi.org/10.1016/j.jbusres.2009.03.005

  6. Clark, R. E., & Feldon, D. F. (2014). Ten common but questionable principles of multimedia learning. The Cambridge Handbook of Multimedia Learning, Second Edition, 151–173. https://doi.org/10.1017/CBO9781139547369.009

  7. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

  8. Herrington, J. (2006). Authentic e-learning in higher education : Design principles for authentic learning environments and tasks. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, October, 13–17.

  9. Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219–236. https://doi.org/10.1080/09523980701491666

  10. Kamariah, A., Husain, D., Atmowardoyo, H., & Salija, K. (2018). Developing Authentic-based Instructional Materials for Writing Skill. Journal of Language Teaching and Research, 9(3), 591. https://doi.org/10.17507/jltr.0903.19

  11. Kola, A. J., & Kehinde, A. (2019). ÜNİVERSİTEPARK Bülten | Bulletin Authentic Learning in Science and Technical Education ( STE ) to Enhance Technologies in Education , Nigeria Authentic Learning in Science and Technical Education ( STE ) to Enhance Technologies in Education , Nigeria. 8(1), 7–18. https://doi.org/10.22521/unibulletin.2019.81.1

  12. Lock, J., & Duggleby, S. (2017). Authentic Learning in the Social Studies Classroom: Connecting Globally. One World in Dialogue, 4(1), 20–27. https://ssc.teachers.ab.ca/SiteCollectionDocuments/OneWorldInDialogue/OneWorldinDialogue_2016Vol4No1/Lock and Duggleby.pdf

  13. Made Rajendra, I., & Made Sudana, I. (2018). The Influence of Interactive Multimedia Technology to Enhance Achievement Students on Practice Skills in Mechanical Technology. Journal of Physics: Conference Series, 953(1), 1–5. https://doi.org/10.1088/1742-6596/953/1/012104

  14. Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

  15. Perkins, D. N., & Salomon, G. (2012). Knowledge to Go: A Motivational and Dispositional View of Transfer. Educational Psychologist, 47(3), 248–258. https://doi.org/10.1080/00461520.2012.693354

  16. Ramlatchan, M. (2019). Multimedia learning theory and instructional message design. Instructional Message Design: Theory, Research, and Practice, 1–29. https://digitalcommons.odu.edu/instructional_message_design%0Ahttps://digitalcommons.odu.edu/instructional_message_design/

  17. Roach, K., Tilley, E., & Mitchell, J. (2018). How authentic does authentic learning have to be? Higher Education Pedagogies, 3(1), 495–509. https://doi.org/10.1080/23752696.2018.1462099

  18. Sawang, S., O’Connor, P., & Ali, M. (2017). IEngage: Using Technology to Enhance Students’ Engagement in a Large Classroom. Journal of Learning Design, 10(1), 11. https://doi.org/10.5204/jld.v9i3.292

  19. Silalahi, A., Hutabarat, W., Tarigan, S., & Chandra, Y. (2018). Impact of Multimedia-Based Off-Line Learning on Student Motivation and Outcomes. Asian Journal of Social Science Studies, 3(4), 1. https://doi.org/10.20849/ajsss.v3i4.471

  20. Tan Yeen-Ju, H., & Mai, N. (2016). Leveraging Web Technologies for Collaborative Problem-Solving in an Authentic Learning Environment. International Journal of Social Science and Humanity, 6(7), 536–540. https://doi.org/10.7763/ijssh.2016.v6.706

  21. Wang, T. L., & Tseng, Y. K. (2018). The Comparative Effectiveness of Physical, Virtual, and Virtual-Physical Manipulatives on Third-Grade Students’ Science Achievement and Conceptual Understanding of Evaporation and Condensation. International Journal of Science and Mathematics Education, 16(2), 203–219. https://doi.org/10.1007/s10763-016-9774-2

bottom of page