This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan.
Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise.
The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices.
This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.
The authors are grateful for the research fund provided by the JSPS KAKENHI, Grant Number 15K03806.
Sugahara, S., Sugao, H., Dellaportas, S. and Masaoka, T. (2016), "The effect of body-movement teaching, learning motivation and performance", Meditari Accountancy Research, Vol. 24 No. 3, pp. 414-437. https://doi.org/10.1108/MEDAR-02-2015-0006Download as .RIS
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