Frameworks: The Accounting Curriculum in Saudi Arabia

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Please, the tutor must know about the framework. How to use the framework and theories to answer the study questions. And must know about the methods of researches (quantitative and qualitative).

Improve the Theoretical Framework, Conceptual Framework and Methodology for a study in education filed.

Describing how the existing theories, how they will use to answer the study questions and meet the study objectives. And add one or more theory.

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Outline
Chapter 3: Frameworks---------------------------------------------------------------------------------------2
3.1 Theoretical Framework----------------------------------------------------------------------------------2
3.1.1 Introduction----------------------------------------------------------------------------------------------2
3.1.2 Application of educational theories to the accounting curriculum design in Saudi Arabia---2
3.1.2.1 Theory of Performance------------------------------------------------------------------------------2
3.1.2.2 Curriculum theory------------------------------------------------------------------------------------4
3.1.2.3 Instructional Theory----------------------------------------------------------------------------------7
3.1.2.4 Backward design-------------------------------------------------------------------------------------8
3.2 Conceptual Framework---------------------------------------------------------------------------------11
Chapter 4: Research Methodology------------------------------------------------------------------------13
4.1 Introduction----------------------------------------------------------------------------------------------13
4.2 Research paradigm--------------------------------------------------------------------------------------13
4.2.1 Positivism----------------------------------------------------------------------------------------------14
4.2.2 Interpretivism------------------------------------------------------------------------------------------16
4.3 Research methodology----------------------------------------------------------------------------------17
4.3.1 Qualitative Research----------------------------------------------------------------------------------17
4.3.2 Quantitative Research--------------------------------------------------------------------------------18

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4.3.3 Rationale for study------------------------------------------------------------------------------------18
4.4 Study design----------------------------------------------------------------------------------------------19
4.5 Participants in the study--------------------------------------------------------------------------------20
4.5.1 Determination of the sample size-------------------------------------------------------------------20
4.5.2 Selected Participants---------------------------------------------------------------------------------21
4.6 Data sources---------------------------------------------------------------------------------------------22
4.6.1 Primary data sources---------------------------------------------------------------------------------23
4.6.1.1 In-depth interviews--------------------------------------------------------------------------------23
4.6.1.2 Questionnaires-------------------------------------------------------------------------------------24
4.6.2 Secondary Sources----------------------------------------------------------------------------------26
4.6.3 Pretesting Data Collection Techniques-----------------------------------------------------------26
4.7 Data Collection and Analysis------------------------------------------------------------------------27
4.7.1 Means and Standard Deviation-------------------------------------------------------------------27
4.7.2 T-test-------------------------------------------------------------------------------------------------28
4.7.3 Spearman’s rank-order correlations coefficient------------------------------------------------28
4.7.4 Logistic regression---------------------------------------------------------------------------------29
4.8 Research evaluation----------------------------------------------------------------------------------29
4.8.1 Credibility-------------------------------------------------------------------------------------------30

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4.8.2 Transferability-----------------------------------------------------------------------------------------30
4.8.3 Dependability and Confirmability of the findings------------------------------------------------30
4.8.4 Validity-------------------------------------------------------------------------------------------------31
4.8.5 Expert evaluation-------------------------------------------------------------------------------------32
4.9 Research integrity---------------------------------------------------------------------------------------32
4.10 Summary -----------------------------------------------------------------------------------------------34
Works cited--------------------------------------------------------------------------------------------------35
Appendices--------------------------------------------------------------------------------------------------43
Appendix A: Research Consent Form-------------------------------------------------------------------43
Appendix B: Questionnaire-------------------------------------------------------------------------------44
Appendix C: Interview-------------------------------------------------------------------------------------47


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The Accounting Curriculum in Saudi Arabia

Name
Course
Professor
January 21, 2019

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The Accounting Curriculum in Saudi Arabia
Chapter 3: Frameworks
3.1 Theoretical Framework
3.1.1 Introduction
This research is to be carried out with the intention to establish the correlation between
the current accounting education curriculum and the learning outcomes in Saudi Arabia.
According to (Bilbao et.al, 2008); a curriculum is defined as availability of a learning
environment even when away from learning institutions. A curriculum design refers to organize
curriculum components (The American Association for the Advancement of Science, 2001).
No learning institution can exist without a curriculum because it is the backbone of every
institution’s studies. Over the years, a lot of changes have taken place in society and for this
reason, changes in curriculum should take place too. It is the responsibility of learning
institutions to formulate a curriculum that will promote the learning process hence the need to redesign curriculum from time to time depending on a number of reasons.
3.1.2 Application of educational theories to the accounting curriculum design in Saudi
Arabia
A number of researches have established that there exists a gap between the learning and
professionalism. In this chapter, the researcher reviews scholarly works of other researchers that
are relevant to this research in order to justify this research and form a basis which will allow
data to be collected and a conclusion made.
3.1.2.1 Theory of Performance
According to the Theory of Performance, by Elger (n.d), there are six aspects which
formulate a framework. Elger (n.d.) uses this framework to explain on performance and

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The Accounting Curriculum in Saudi Arabia
performance improvement. The theory proposes that there are 3 axioms that can help achieve
improved learning outcomes, namely; the student’s state of mind, engaging in constructive
activities and having a supportive environment.it is important that administrators in higher
learning institutions apply knowledge management techniques which will help in decision
making and reduced time spent in developing a curriculum. This helps cut on costs and improves
academic performance (Kumar, 2005).
The state of mind refers to the individual’s willingness and determination to excel in his
studies. No student can attain a good learning outcome without having a fixed mentality of
attaining the achievement (Elger, n.d.). Engaging in constructive activities also aids in enabling a
student to achieve an academic goal. Being part of such activities helps in maintaining focus and
avoid external negative influence. Lastly, having a supportive environment is also key to a
student’s academic well-being (Elger, n.d.). This aspect is what the research will be based on;
improving the learning outcome of Accounting students by re-designing the outcome, which
generally refers to providing a supportive environment to the Accounting students.

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The Accounting Curriculum in Saudi Arabia

Learning
outcome

Supportive
environment

Course
work

Mindset

supportive
activity

Source: Bradford et al, (2000).
The diagram above explains the 3 axioms that can help achieve improved learning
outcomes, namely; the student’s state of mind, engaging in constructive activities and having a
supportive environment (Bradford et al, 2000).
3.1.2.2 Curriculum theory
The word 'curriculum’ was derived from the Latin word currere which means the circuit
of a race. Educationally, curriculum refers to the prescribed content of a course or subject. It is
more like an outline of the subject of study. According to Tyler (1949), the following are the four
major elements of curriculum:
i) Educational goals of a learning institution;

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The Accounting Curriculum in Saudi Arabia
ii) Identification and isolation of experiences useful in attaining these goals;
iii) Organization of these learning experiences;
iv) Evaluation of the efficiency and effectiveness of these learning experiences.
The first curriculum was formulated in 1953. Several revisions followed until the
curriculum was deemed fit for use. Most curriculum theorists believe that all curriculums are
multifaceted as it must undergo thorough evaluation and adjustments before it is finally ready for
use (Goodson, 1990).
All curriculum theorists operate on the basis of one question: What should students know
by the time they leave school? Their work is to analyze and critique all the strengths, weaknesses
and assumptions of each existing curriculum (Young, 2014). However, it is impossible to
critique without a tradition. This means that one requires a basis on which his/her conclusions
will be based.
Another approach to the meaning and implementation of a curriculum is the process
approach, which applies when and how curricula are produced as criteria. The changes are
inevitable and are made at different stages of the teaching-learning process (Tripp, 1994: 15).
The figure below illustrates the different types of curriculum and how they are implemented in
the different stages of learning:

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The Accounting Curriculum in Saudi Arabia

Source: Adapted from Tripp (1994: 15).
It goes without saying that different factors influence the curriculum and changes must be
made in order to keep the curriculum feasible and relevant. Same case as the main objective of
this study. The researcher seeks to gather enough evidence to prove that there is indeed need to
make curriculum changes.

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The Accounting Curriculum in Saudi Arabia
3.1.2.3 Instructional Theory
According to Merrill (2007, 2009) there exists a set of five instructional principles that
help enhance the quality of instructions. These principles are characterized by: task centeredness,
activation, demonstration, application, and integration. These principles are relevant and apply in
all situations. However, the specific methods used to implement these principles in different
situations vary (Reigeluth & Carr-Chellman, 2009a).
In this case, instructional learning methods are tailored to the specific needs of each
student. Learners play a big role in their own education process. The following are the major
components of instructional learning:


Learning by doing
In this method, the student spends most of the learning time performing individual

learning tasks. The teacher is merely present for consultation. The teacher is the ‘manager’
and the student is the ‘worker’ (Schlechty, 2002). This approach is majorly learner-centered
and is very beneficial to the student.


Attainment-based progress
The student progresses to a new stage of learning once he/she has attained a standard

level of knowledge. It is not based on time (Bloom, 1968). The students work within their
own time. It avoids wastage of time and resources as students are allowed to move along at
their own pace which is not determined by the curriculum (Block, 1971).


Customized instruction

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The Accounting Curriculum in Saudi Arabia
Each student is allowed the opportunity to develop his/her talents and strengths. Learning
processes are developed for the different student intelligence levels, skills and attitudes
(Gardner, 1999). This allows all students to flourish as individuals.


Criterion-referenced testing
This type of formative assessment allows the student to get feedback on the areas that

need extra attention and what exactly the student is required to do as opposed to summative
assessment where the student is only told whether he/she has attained the standard
performance (Reigeluth, 2012).


Collaborative approaches
This approach is excellent for the development of team spirit (Palinscar, 1998). Students

are able to learn how to function in groups with different individuals from different
backgrounds. It sharpens their social skills (Scardemalia & Bereiter, 1996)...


Anonymous
Just what I needed…Fantastic!

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