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Muhasebe çevresinin ve muhasebeden beklentilerin değişmesi muhasebe eğitimi kalitesinin yeni imkan ve ihtiyaçlar doğrultusunda geliştirilmesini zorunlu kılmaktadır. Eğitim kalitesinin artırılmasının yollarından biri de algılanan eğitim kalitesini belirlemek, algının hangi noktalarda farklılaştığını tespit etmek ve kalitenin arttırılmasına dönük yöntemler belirlemektir. Bu araştırmanın da temel amacı muhasebe eğitim kalitesine katkı vermektir. Bu amaçla muhasebe eğitiminde oldukça önemli bir ağırlığa sahip olan genel muhasebe ve bilgisayarlı muhasebe derslerinin öğrenci ders değerlendirilme anket sonuçları ortalamaları ve bu ortalamaların bazı kategorik değişkenlere göre istatistiksel olarak anlamlı bir farklılık gösterip göstermediği incelenmeye çalışılmıştır. Ezine Meslek Yüksekokulu’na devam eden 89 öğrenciden anket yöntemiyle toplanan verilerin sonuçlarına göre, genel muhasebe dersi genel ortalaması 4,228; bilgisayarlı muhasebe dersi genel ortalaması 4,535’dir. Genel muhasebe dersinde, öğrencinin kayıtlı olduğu program ve devam durumu değişkenlerine göre öğrenci ders değerlendirme anketi ortalama puanları istatistiki açıdan anlamlı farklılık gösterirken; sınıf, beklenen başarı notu, cinsiyet ve yaş aralığı değişkenlerine göre öğrenci ders değerlendirme anketi ortalama puanları istatistiki açıdan anlamlı farklılık göstermemektedir. Bilgisayarlı muhasebe dersinde öğrencinin kayıtlı olduğu program ve cinsiyet değişkenine göre öğrenci ders değerlendirme anketi ortalama puanları istatistiki açıdan anlamlı farklılık gösterirken; devam durumu, beklenen başarı notu ve yaş aralığı değişkenlerine göre öğrenci ders değerlendirme anketi ortalama puanları istatistiki açıdan anlamlı farklılık göstermemektedir.
Changes in the accounting environment and expectations from accounting require the development of accounting education quality in line with new opportunities and needs. One of the ways to improve the quality of education is to determine the quality of perceived training, to determine which points of perception are different and to determine methods to increase the quality. The main purpose of this research is to contribute to the quality of accounting education. For this purpose, it is tried to examine whether the average of general accounting and computerized accounting courses which have a very important weight in accounting education is statistically significant when compared with some categorical variables. According to the results of the data obtained from the surveys conducted from 89 students who attended Ezine Vocational School, the general average of general accounting course was 4,228; The average computerized accounting course is 4,535. In general accounting course, according to student's enrolled department and attendance status, student course evaluation survey average scores show statistically significant differences; but according to class, expected grade, gender and age range, survey results does not show any statistically significant difference. In computerized accounting course, according to the student's enrolled department and gender, the student course evaluation survey average scores show statistically significant differences; but according to attendance, expected grade and age range, it doesn't show any statistically significant difference.
Changes in the accounting environment and expectations from accounting require the development of accounting education quality in line with new opportunities and needs. One of the ways to improve the quality of education is to determine the quality of perceived training, to determine which points of perception are different and to determine methods to increase the quality. The main purpose of this research is to contribute to the quality of accounting education. For this purpose, it is tried to examine whether the average of general accounting and computerized accounting courses which have a very important weight in accounting education is statistically significant when compared with some categorical variables. According to the results of the data obtained from the surveys conducted from 89 students who attended Ezine Vocational School, the general average of general accounting course was 4.228; The average computerized accounting course is 4,535. In general accounting course, according to student's enrolled department and attendance status, student course evaluation survey average scores show statistically significant differences; but according to class, expected grade, gender and age range, survey results doesn't show any statistically significant difference. In computerized accounting course, according to student's enrolled department and gender, the student course evaluation survey average scores show statistically significant differences; but according to attendance, expected grade and age range, it doesn't show any statistically significant difference.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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