Supplemental instruction: The dynamics of effective implementation in accounting education
DOI:
https://doi.org/10.38140/ijer-2025.vol7.s1.13Keywords:
Supplemental instruction, economic and management science, undergraduate students, , implementation, accounting educationAbstract
In this empirical paper, I discuss the challenges of implementing Supplemental Instruction (SI) sessions effectively in accounting education within Economic and Management Science (EMS) courses. Senior students in SI sessions assist undergraduate students enrolled in modules considered high-risk through peer learning. However, SI leaders face challenges in implementing SI effectively in their accounting classes. The paper is framed within the Critical Emancipatory Research theory, which advocates principles and values of social justice, respect, equity, freedom, peace, and hope. Participatory action research was employed in this study to collect data, and a thematic approach was used to analyse the data. A WhatsApp group was created to facilitate group conversations for data generation. Participants in this study included five (5) Accounting SI leaders ranging from first to third year, as accounting is considered a high-risk module among the three courses within Economic and Management Science. The study found a lack of student attendance and participation, resource constraints, and insufficient SI leader effectiveness, all of which impact the successful implementation of SI sessions. In light of these findings, the study suggests establishing proper support systems and strategies to encourage student attendance.
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