financial accounting & threshold concepts: ignoring articulation in favor of the bottom line kim...
TRANSCRIPT
![Page 1: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/1.jpg)
Financial Accounting & Threshold Concepts: Ignoring Articulation in
Favor of the Bottom Line
Kim Lyons UW-La Crosse
Special thanks to OPID and the UW-La Crosse Provost’s office for
their support of this project
![Page 2: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/2.jpg)
Threshold Concepts
“A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress.”
Meyer, J. & Land, R. (2006). Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge. New York: Routledge.
![Page 3: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/3.jpg)
The Greater Threshold for Accounting Students
Moving from• Memorized rules, content, and processes
To• Understanding the interrelatedness and impact of
reporting alternatives
![Page 4: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/4.jpg)
In the first few weeks of an Accounting Principles I course students learn
• The accounting equation and components of financial statements
• Financial statements are connected or “articulated”• Key figures in one financial statement are affected by
changes in another• Financial information should be viewed in relative terms
Basic Model: Articulation
![Page 5: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/5.jpg)
Research Questions
As students move through the financial accounting course sequence, are they better able to
• Identify the accounting equation
• Identify as true a conceptual description of the accounting equation
• Apply the threshold concept by recognizing changes in income relative to the accounting equation
![Page 6: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/6.jpg)
Research Design
Using 5 multiple choice questions, I asked a cross-section of Principles I (N = 106), Intermediate I (N = 44), and Advanced (N = 44) Financial Accounting students to:
• (1) Identify the accounting equation• (2) Identify a conceptual description of the accounting
equation as a true statement among alternatives• (3-5) Apply the threshold concept to choose between two
companies for investment• (3-5) Explain the reasoning behind their investment choices
![Page 7: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/7.jpg)
What I Expected
• Improved ability to identify, describe, and apply the model at higher levels of the financial course sequence
• Smaller numbers of students in higher level courses making less optimal choices for the same reasons as students in lower level courses
![Page 8: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/8.jpg)
Question Design
Concept questions included the following
![Page 9: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/9.jpg)
Question Design
![Page 10: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/10.jpg)
Question Design
Application questions were constructed to include an optimal answer choice when the data was viewed in context
Open-ended explanations were coded to reveal thought processes separately from answer choices• (0) Unrelated reasoning• (1) Application of the threshold concept• (2) Focused or narrow thinking
(net income, assets, liabilities, equity, company size, or cash)
![Page 11: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/11.jpg)
Analysis and Results
Statistical analysis revealed
• Ability to apply the model at higher levels of the financial course sequence improved
• Making the optimal choice was not independent of reasoning on all three questions for all three groups
• Students who exhibited poor reasoning were clustered into groups, but not as expected
![Page 12: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/12.jpg)
Significant Differences in ReasoningPrinciples I to Intermediate
Principles students focus on net income and assets Intermediate students focus on debt
![Page 13: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/13.jpg)
Significant Differences in ReasoningIntermediate to Advanced
Intermediate students focus on equity and company size Advanced students focus on debt
![Page 14: Financial Accounting & Threshold Concepts: Ignoring Articulation in Favor of the Bottom Line Kim Lyons UW-La Crosse Special thanks to OPID and the UW-La](https://reader035.vdocuments.mx/reader035/viewer/2022070409/56649e995503460f94b9c421/html5/thumbnails/14.jpg)
Conceptual Questions
Question 1: Correctly identify the accounting equation
ACC221 (N = 106) 96%
ACC321 (N = 44) 95%
ACC421 (N = 44) 95%
Question 2: Conceptual description of the accounting equation
ACC221 (N = 106) 9%
ACC321 (N = 44) 57%
ACC421 (N = 44) 57%
• Advanced students were no more likely than intermediate students to identify the conceptual description
• These results imply that students at higher levels are applying concepts more appropriately, even while they may not understand the model they are using
• The conceptual definition is counterintuitive or confusing