Using Pacioli’s pedagogy and medieval text in today’s introductory accounting course

Sangster, Alan, Franklin, Ellie, Alwis, Dee, Abdul-Rahim, Jo and Stoner, Greg (2014) Using Pacioli’s pedagogy and medieval text in today’s introductory accounting course. Journal of Accounting Education, 32 (1). pp. 16-35. ISSN 0748-5751

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Abstract

Students today see little relevance in learning double-entry bookkeeping and find it difficult to learn how to prepare journal entries correctly. In particular, they struggle with the first stage of the double-entry process: identifying which accounts are to be debited and which are to be credited for each transaction. This paper reports on an attempt to overcome this situation by using the first printed instructional text on the subject (Pacioli, 1494) as the principal textbook on a 20-hour component of the introductory financial accounting course in an undergraduate accounting degree program. Instruction followed the pedagogy presented by Pacioli and only minimal additional costs to faculty were incurred.

The innovation was successful. In their assessment, students not only demonstrated that they had learned, understood, and were able to draft the correct entries to make into the Journal, they did so correctly to an extent that exceeded expectations.

Item Type: Article
Keywords: Cognitive apprenticeships, Double-entry bookkeeping, Engagement, History, Cognitive layout theory, Pacioli
Schools and Departments: School of Business, Management and Economics > Business and Management
Depositing User: Stacey Goldup
Date Deposited: 15 Nov 2016 15:20
Last Modified: 15 Nov 2016 15:20
URI: http://sro.sussex.ac.uk/id/eprint/65491
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