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The purpose of this paper is to evaluate the effectiveness of a change in teaching structure in improving the performance of students in an introductory management accounting subject at an Australian institution. The change in structure involved a shift in the balance between lecture and tutorial face‐to‐face contact hours with increased emphasis being placed on tutorials in an attempt to enhance the benefits of cooperative learning.

The paper evaluates the success of the new approach by comparing the performance of students across the two teaching structures. Specifically, the paper compares the performance of students on exam questions covering five key management accounting topics.

The results revealed that the new teaching structure (a two‐hour workshop‐based tutorial and a one‐hour lecture each week) improved student examination results significantly in comparison to the previous “traditional” approach.

This paper demonstrates the benefits of teaching and learning conducted in a small class size setting with the use of cooperative learning. Such an approach could be adopted more widely in the teaching and learning of accounting to enhance the generic and analytic skills of students.

This paper provides empirical evidence to support largely normative claims that cooperative learning when combined with greater focus on small class teaching can improve student performance.

Based on the traditional conception of teacher effectiveness, proposes three strategies for improving it: short‐term, long‐term and dynamic strategies. Argues that the dynamic strategy is preferable, but that all of them have strong limitations because they ignore the complexity of teacher effectiveness and narrow the concept to the individual teacher, particularly in a classroom context. Proposes a new conceptual framework of total teacher effectiveness, whereby the total quality of the teacher competence layer contributes to the total quality of the teacher performance layer and the latter contributes to the total quality of the student learning experience layer and then to the quality of the student learning outcomes layer. Explains that the framework suggests a holistic approach to improving teacher effectiveness with the emphasis on the improvement of whole layers of teacher competence and performance instead of fragmentary improvement of teaching behaviour. Advises that in order to ensure total layer quality and maximize teacher effectiveness, a congruence development cycle should be established within the teacher layers to ensure congruence and pursue total teacher effectiveness. Suggests that the proposed conceptual framework can provide a new direction for studying and improving teacher effectiveness in particular and school effectiveness in general.

The author proposed a mobile learning model of pervasive animated games which allows college students to learn via games accessed through a smartphone. It can develop the process of field observation and self-reflection to enhance learning effectiveness, and the motivation, and attitude of students towards learning.

The author proposed a model for teaching via pervasive animated games. The author used SPSS software and Pearson's correlation coefficients to explore different mobile learning strategies and their relationship with learning attitudes and achievement. Participants were vocational technology college students, who each experienced animated games in individual and group learning settings.

The results found that the learning performance of students in the individual learning group was better than that of the group learning group. A higher level of digital experience was associated with better learning performance, and a more positive attitude towards using mobile phones was associated with better learning performance.

The learning method still has its limitations, the learner's digital information level, learning mode, learning attitudes will have an impact on the student playing teaching pervasive animation games. Therefore, improving student information level is one of the important topics of teaching pervasive animation games and mobile learning.

The author proposed a mobile learning strategy based on pervasive animated games. The result in the strategy of mobile learning shows that the level of students' digital experience and the overall design of animated games are important criteria for successful implementation.

This paper considers the association between instruction style and student academic performance, and draws from recent laboratory research where accounting student performance was found to be closely associated with the effect of instructor behaviour upon student task motivation and deep learning. Drawing upon emergent motivation theory, we discuss the proposition that appropriate instructor behaviours, through their positive effect upon student task motivation, anxiety and emergent confidence, can induce an upward performance shift, or interrupt a downward shift. A performance spiral model is modelled whereby students carry with them the learning responses from repeated good (or poor) performance into subsequent task settings, with corresponding accentuated effects upon anxiety and motivation.

The foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline.

The explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China.

The findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance.

Data were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance.

The findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs.

This paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.

The purpose of this paper is to examine the impacts of instructor capability and learning motivation on learning performance of business students in Vietnam. It also explores the moderating effect of personal development competitiveness on the roles of instructor capability in both learning motivation and learning performance.

Two phases of study were undertaken. A pilot phase was used to preliminary assess the measures and a main survey with a sample of 1,278 undergraduate business students was conducted to validate the measures and to test the models.

Instructor capability was found to have a positive impact on learning motivation and, subsequently, on learning performance. The results further show that the impacts of instructor capability on both learning motivation and learning performance are greater in the group of students which has a higher level of personal development competitiveness.

A key limitation of this study is the examination of the roles of instructor capability and learning motivation in learning performance. There can be several other antecedents of learning performance of business students.

The results of this study suggest that university administrators should design suitable recruitment and training policies in order to have instructors with appropriate knowledge and teaching skills. Also, students' personal development competitiveness in learning should be encouraged.

The findings enhance one's understanding of key antecedents of learning performance, as well as the moderating role of personal development competitiveness in the learning of business students in a transition market, Vietnam.

Examines student performance indicators in online distance learning courses offered on the Internet at a mid‐sized private college in the USA. A sample of 74 undergraduate and 147 graduate business students in ten courses were selected for statistical analysis of their grade performance and the relationship with various indicators. The research results include findings that gender and age are related differently for undergraduate and graduate students to performance in distance learning courses, and that undergraduate grades, age, work experience, and discussion board grades are significantly related to overall course performance. However, standardized test scores (SATs, GMATs) and organization position level are not related to the performance in distance learning courses. Makes recommendations for further qualitative and empirical research on distance learning student performance in online computer‐mediated courses and programs.

The purpose of this paper is to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance.

Students of an undergraduate business course of a British university took part in the survey. The survey questionnaire was distributed to students during the revision week of the course and a total of 61 valid responses were gathered from them. The linear regression analysis using statistical package for the social sciences was performed to analyse the data.

The results indicated the significant relationships for all six hypotheses. The model explains a variance of 43.2 per cent in learning performance, which indicates that independent constructs contribute significantly on the research model’s performance.

First, the sample only provides the students’ views about the use of clickers in the classroom setting. Second, the sample size for the gathered data is small. Third, the variance explained by the research model is reasonably moderate and hence can be improved further.

This is the first study to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance in the UK educational setting.

The purpose of this paper is to examine the impact of case study-based learning on student’s engagement, learning motivation and learning performance among university students of Pakistan.

The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model.

The findings revealed that case study-based learning enhances student engagement, and a significant and positive relationship between case-based learning and all four aspects of engagement, i.e. behavioral, emotional, cognitive and agentic engagement, was observed statistically. According to the findings, case-based learning leads toward an understanding of concepts learned in class and the development of skills among students and results in the enhancement of learning motivation. Furthermore, it is suggested by the results that the impact of student engagement on learning performance varies with respect to its different aspects. As among all the four aspects, only agentic engagement was found to be statistically significant in establishing the link with the learning performance of the students.

The mixed findings pertaining to the impact of student engagement’s aspects on learning performance of the students pave the way for future research. The future researchers should incorporate individual traits and the specific context to analyze the relationships between the proposed constructs because students vary in their responses to learning activities.

The present study holds significance for the field of educational research and emphasizes the importance of incorporating case-based teaching in the higher education curriculum in order to ensure the implementation of effective learning strategies. Also, this research will be beneficial for future researchers in understanding the phenomenon of student learning and engagement.

In view of the limited academic literature in the Asian context, the present study extends the findings and examined the impact of case-based learning on student’s engagement, student’s learning motivation and the role of such engagement in enhancing learning performance of university students.

Intelligent tutoring systems (ITS) are a supplemental educational tool that offers great benefits to students and teachers. The systems are designed to focus on an individual’s characteristics, needs and preferences in an effort to improve student outcomes. Despite the potential benefits of such systems, little work has been done to investigate the impact of ITS on users. To provide a more nuanced understanding of the effectiveness of ITS, the purpose of this paper is to explore the role of several ITS parameters (i.e. knowledge, system, service quality and task–technology fit (TTF)) in motivating, satisfying and helping students to improve their learning performance.

Data were obtained from students who used ITS, and a structural equation modeling was deployed to analyze the data.

Data analysis revealed that the quality of knowledge, system and service directly impacted satisfaction and improved TTF for ITS. It was found that TTF and student satisfaction with ITS did not generate higher learning performance. However, student satisfaction with ITS did improve learning motivation and resulted in superior learning performance. Data suggest this is due to students receiving constant and constructive feedback while simultaneously collaborating with their peers and teachers.

This study verifies that there was a need to assess the benefits of ITS. Based on the study’s findings, theoretical and practical implications are proposed.