An Experiential Study of Understanding Business Sophomores’ Questioning and Decision-Making Skills
Keywords:
business, economics, accounting education, skill development, learning taxonomy, students’ perceptionsAbstract
The paper documents an experiential study that aims to understand business sophomores’ questioning and decision-making skill levels. The study is motivated by how to use the figures and facts in business organizations where business students will be employed. The study could add value to sophomore-level business students’ knowledge and help improve the skills needed in their careers. A three-step approach is applied to the experience: First, a concise case is provided to students. Second, they participated in the study by responding to the instructions provided. Finally, they participated in a survey to obtain their perceptions of the experience they were involved in. The results are empirically analyzed using qualitative and quantitative statistical techniques. The findings are interesting and encouraging because the experience documented in the study would help students improve questioning and decision-making skills even in the principle-level accounting courses in business schools.
References
Albrecht, W.S., & Sack, R.J. (2000). Accounting Education: Charting the Course through a Perilous Future. Accounting Education Series, 16. American Accounting Association and other organizations.
Anderson, L.W., & Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York, NY: Longman.
Amer, A. (2006). Reflections on Bloom’s Revised Taxonomy. Electronic Journal of Educational Psychology, 4(8), 213–230.
Assaly, I.R., & Smadi, O.M. (2015). Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook’s Questions. English Language Teaching, 8(5), 100–110.
Athanassiou, N., McNett, J.M., & Harvey, C. (2003). Critical thinking in the management classroom: Bloom’s taxonomy as a learning tool. Journal of Management Education, 27(5), 533–555.
Bloom, B.S., Engelhart, E.J., Furst, W.H., & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York, David McKay Company.
Boswell, C. (2006). The Art of Questioning Improving Critical Thinking. Annual Review of Nursing Education, 4, 291–296.
Cannon, H.M., & Feinstein, A.H. (2005). Bloom beyond Bloom: Using the Revised Taxonomy to Develop Experimental Learning Strategies. Developments in Business Simulations and Experimental Learning, 32, 348–356.
Cannon, H.M., Geddes, B.C., & Feinstein, A.H. (2014). Experimental Strategies for Building Individual Absorptive Capacity. Developments in Business Simulation and Experimental Learning, 41, 378–389.
Cannon, H.M., Cannon, J.N., Geddes, B.C., & Feinstein, A.H. (2016). Teaching Values: An Experimental Approach, Developments in Business Simulation and Experimental Learning, 43, 273–283.
Chan, Z.C.Y. (2013). A Systematic Review of Critical Thinking in Nursing Education. Nurse Education Today, 33(3), 236–240.
Ching, H.Y., & Da Silva, E.C. (2017). The use of Bloom’s taxonomy to develop competencies in students of a business undergrad course. In Academy of Management Proceedings, 2017(1), 10153. Briarcliff Manor, NY 10510: Academy of Management.
Cojocariu, V.M., & Butnaru, C.E. (2014). Asking Questions – Critical Thinking Tools. Procedia – Social and Behavioral Sciences, 128, 22–28.
Cornbleth, C. (1975). Student Questioning as a Learning Strategy. Educational Leadership, 33(3), 219–222.
Fisher, D. (2005). Extended Campus ‐‐ Oregon State University. Retrıeved from http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table. Adapted from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Lorin W. Anderson, David R. Krathwohl; et al. 2001 Addison Wesley Longman.
Flores, M.K. (2015). Using Bloom’s Taxonomy to Promote Higher Level Thinking and Learning in Introductory Accounting Courses. School of Accountancy, Sorrel College of Business.
Garrison, R.H., Noreen, E., & Brewer, P.C. (2020). Managerial Accounting (17th edition). New York, NY: McGraw-Hill Education
Kidwell, L.A., Fisher, D.G., Braun, R.L., & Swanson, D.L. (2013). Developing learning objectives for accounting ethics using Bloom’s taxonomy. Accounting Education, 22(1), 44–65.
Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. New York, David McKay Company.
Krathwohl, D.R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218.
Metzgar, M. (2023). Revised Bloom’s Taxonomy in a Principles of Economics Textbook. Acta Educationis Generalis, 13(3), 15–28.
Nappi, J.S. (2017). The importance of questioning in developing critical thinking skills. Delta Kappa Gamma Bulletin, 84(1), 30–41.
Nentl, N., & Zietlow, R. (2008) Using Bloom’s Taxonomy to Teach Critical Thinking Skills to Business Students. College & Undergraduate Libraries, 15(1–2), 159–172.
Nkhoma, M.Z., Lam, T.K., Sriratanaviriyakul, N., Richardson, J., Kam, B., & Lau, K.H. (2017). Unpacking the revised Bloom’s taxonomy: Developing case-based learning activities. Education+ Training, 59(3), 250–264.
Pintrich, P.R. (2002). The role of metacognitive knowledge in learning, teaching and assessing. Theory into Practice, 41, 219–225.
Prilanita, Y.N., & Susilowati, N. (2022). Students’ Thinking Ability Predicted Through Questioning Skills, Heritage: Journal of Social Sciences, 3(1), 15–24.
Saadullah, S.M., & Elsayed, N. (2020). An audit simulation of the substantive procedures in the revenue process–A teaching case incorporating Bloom’s taxonomy. Journal of Accounting Education, 52, 100678.
Setiana, D.S., Purwoko, R.Y., & Sugiman. (2021). The Application of Mathematics Learning Model to Stimulate Mathematical Critical Thinking Skills of Senior High School Students. European Journal of Educational Research, 10(1), 509–523.
Yesil, R., & Ozgen, K. (2010). A comparison of Different Teaching Applications Based on Questioning in Terms of Their Effects Upon Pre-Service Teachers’ Good Questioning Skills. Procedia – Social and Behavioral Sciences, 2, 1075–1082.
Zhang, A., Degani, A., & Vaaknin, E. (2011). Stimulating Critical Thinking in a Virtual Learning Community with Instructor Moderations and Peer Reviews. Knowledge Management and E-Learning, 3(4), 534–547.
