Why student engagement in the accounting classroom matters

Abstract

This study aims to investigate the theory of student engagement and its impact on student learning. A student-centric pedagogy (inter-teaching) was introduced to create better engagement for students studying an accounting course at an offshore campus of an Australian University, in Vietnam. Surveys were conducted to collect data. The quantitative approach was implemented to test the theory of engagement for improving student learning of the respondents, by comparing two treatments, a teacher-centred class (lecture model) and student-centred class (inter-teaching model). The findings of this study propose that student engagement is an encouraging development for student learning in accounting courses. The findings contribute towards the current body of knowledge of accounting education, effectiveness of student learning, and overall greater student engagement in accounting courses.