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Competition in Monopoly: Teaching-Learning Process of Financial Statement Analysis to Information Technology Management Students

Vijayakumar Bharathi S., Mugdha Shailendra Kulkarni

Source Title: International Journal of Information and Communication Technology Education (IJICTE)16(3)

ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799803492|DOI: 10.4018/IJICTE.2020070106

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MLA

Vijayakumar Bharathi S., and Mugdha Shailendra Kulkarni. "Competition in Monopoly: Teaching-Learning Process of Financial Statement Analysis to Information Technology Management Students." IJICTE vol.16, no.3 2020: pp.70-91. http://doi.org/10.4018/IJICTE.2020070106

APA

Vijayakumar Bharathi S. & Kulkarni, M. S. (2020). Competition in Monopoly: Teaching-Learning Process of Financial Statement Analysis to Information Technology Management Students. International Journal of Information and Communication Technology Education (IJICTE), 16(3), 70-91. http://doi.org/10.4018/IJICTE.2020070106

Chicago

Vijayakumar Bharathi S., and Mugdha Shailendra Kulkarni. "Competition in Monopoly: Teaching-Learning Process of Financial Statement Analysis to Information Technology Management Students," International Journal of Information and Communication Technology Education (IJICTE) 16, no.3: 70-91. http://doi.org/10.4018/IJICTE.2020070106

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Abstract

This research article investigates the impact of using a Monopoly Board Game (MBG) in the teaching-learning process of financial statement analysis (FSA) to information technology management students, who earlier had little or no finance or accounting prior educational background. The subjects were students (N=159) in an Indian University. The study; first, narrated the process of administering MBG; second, quantitatively analyzed the learning experience through a structured questionnaire to validate the research objectives. The study resulted in the creation of three factor-clusters namely cognizance, collaboration, and enthusiasm which impacted students' MBG learning experience over the traditional teaching-learning methods. Results showed that factors relating to cognizance are more impacting than collaboration and enthusiasm. In the future, this research can be extended to advanced finance courses and can be integrated with relevant educational theories that underpin teaching-learning processes in higher education to other disciplines.