Role of Accelerated Learning Technique in Achieving the Minimum Mastery Standard of Accounting Subject

DOI

10.2991/icastss-19.2019.33How to use a DOI?

Keywords

instructional type, prior knowledge, minimum mastery standard

Abstract

The purposes of this study are to describe the profile of students' prior knowledge and to explain the role of accelerated learning technique and conventional technique in accommodating students' prior knowledge to achieve minimum mastery standard. This quasi experimental study uses two-factor measurement with a factorial version of non equivalent pre test and post test control group design. The Variables in this study are minimum mastery standard, instructional type, and prior knowledge. The total samples are 120 students and each treatment decided 24 subjects as analysis unit. Base on the analysis, the results of the study are the profile of students' prior knowledge varies in the recording stages and reporting stages, and accelerated learning technique and conventional technique accommodate prior knowledge in achieving minimum mastery standards of accounting subject.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - I Ketut Suandi
AU  - I Ketut Parnata
AU  - Cening Ardina
AU  - I Made Wijana
PY  - 2019/10
DA  - 2019/10
TI  - Role of Accelerated Learning Technique in Achieving the Minimum Mastery Standard of Accounting Subject
BT  - Proceedings of the International Conference On Applied Science and Technology 2019 - Social Sciences Track (iCASTSS 2019)
PB  - Atlantis Press
SP  - 247
EP  - 251
SN  - 2352-5398
UR  - https://doi.org/10.2991/icastss-19.2019.33
DO  - 10.2991/icastss-19.2019.33
ID  - Suandi2019/10
ER  -