Nataliya Kantsedal
State Agrarian Academy in Poltava, Ukraine
E-mail: nataliia.kantsedal@pdaa.edu.ua
Oksana Ponomarenko
State Agrarian Academy in Poltava, Ukraine
E-mail: oksanaponomarenko1955@gmail.com
Lyudmila Dorohan’-Pisarenko
State Agrarian Academy in Poltava, Ukraine
E-mail: liudmyla.dorogan-pysarenko@pdaa.edu.ua
Oksana Liaska
State Agrarian and Engineering University in Podilya, Ukraine
E-mail: profosvita777@gmail.com
Submission: 25/11/2018
Revision: 08/02/2019
Accept: 27/02/2019
ABSTRACT
Unpreparedness and the absence of motivational interest to science from
students of educational level «Bachelor» causes the problem of low scientific
activeness at the following educational levels and leads to violating the
standards of academic etiquette, unconscious using the ways of plagiarism in
scientific texts. The aim of the scientific activities of students mastering
economic specialties; specifying the lesson model of specialized course, which
envisages studying the fundamentals and methodology of scientific research. The
research was made by using the methods of testing, questioning, observing, and
pedagogical experiment, the participants of which were the students of higher
educational levels «Bachelor» (fourth-year students – 43 persons) and «Master»
(first-year students – 53 persons, second-year students – 38 persons) of
specialty 071 «Accounting and taxation» at State Agrarian
and Engineering University in Podilya and Poltava State
Agrarian Academy. The scientific novelty of using teaching methods is in
adapting the traditional course «Foundations of scientific research» to the
corresponding educational program (in this case the field of knowledge 07
«Economics and entrepreneurship», specialty - 071 «Accounting and Taxation»,
the course «Methodology of scientific research in accounting»). The author’s
approach is based on uniting students’ academic work with individual research
and envisages the using of interactive training methods, such as discussion;
interactive dialogue ‘human-computer»; situation analysis; the method of
«incident»; business play. The presented lesson model on the topic «Linking and
reviewing the text of the scientific-research task» with using the methods of
situation analysis and business play enables to solve the following study aims:
developing analytical thinking and skills of self-analysis; consolidating
practical skills of work with information; broadening communicative competence;
raising the motivation to work and scientific-research activities. The
effectiveness of the described pedagogical experiment is confirmed by positive
dynamics of structural changes as to disclosing the scientific potential and
corresponding growth of the number of actual approbations of the research
results obtained by the students at State Agrarian and Engineering University
in Podilya and Poltava State Agrarian Academy.
Keywords: methods of teaching; student’s
scientific activity;
methodology of scientific research;
lesson model; interactive dialogue
1. INTRODUCTION
The requirements
to scientific activity of the youth oriented at obtaining new knowledge and practical
implementation of their research results are getting higher in educational
sphere of Ukraine each year. Scientific-practical, scientific-production,
All-Ukrainian, inter-university, international, and other scientific events are
held by educational establishments, research centres, public unions, funds, and
other institutions. The participation of students in such events is an
important component of the image policy of higher educational establishment and
department as a structural unit of faculty.
The degree of
scientific maturity of the main students’ body majoring in economics at the
educational level «Bachelor» in the institutions of higher learning of
The aim of the research
is systematization of educational and practical approaches to activation of
scientific activity of the students of economic specialties, specifying the
model of the special course lesson, which envisages studying fundamentals and
methodology of scientific research by using interactive technologies.
The following tasks were determined according to the
aim:
1) to
elucidate the preconditions of activating students’ scientific activity at
«Bachelor» educational level, substantiate the necessity and expediency of such
activity;
2) to
specify the components of students’ motivation mechanism in scientific research
in accounting and specify the reasons, which weaken the interest of the student
youth to science;
3) to
determine the content component of the system of elements of activating
students’ scientific activity;
4) to
concretize the organizational and educational component of the lesson model
«Methodology of scientific research in accounting» with using interactive
technologies;
5) to
determine the effectiveness of using interactive technologies in the used
lesson model and study course on the whole by having the growth of scientific
results in economic students’ papers (publications and approbation of students’
scientific research).
2. THEORETICAL INSIGHTS REVIEW AND METHODOLOGY
2.1.
Literature
review
The problem of
students’ low scientific activeness is typical not only for Ukraine, but also
for a number of European countries and the countries of the former Soviet
Union. The Russian scholar Martyushev (2015) distinguishes it as one of the
most important pedagogical and psychological problems of the federal higher
school.
The analysis of
statistics during the period of 1999-2003 (the later papers of this author
prove, that the tendency remains) demonstrates, that together with increasing
the number of students in Russian educational establishments, their
participation in scientific work permanently decreases. For example, the
percentage of students actively engaged in research in 1999 was 6,3%, and in
2003 it was only 1,4% of the total number, thus, it decreased by 4,5 times.
Such data actualize serious structural changes in the work of university
scientific departments as to popularizing and motivating scientific activity
among young people.
In the opinion
of Lozynska (2016), in order to stimulate scientific activity of students
during their studying at present, it is necessary to change from informational
forms and methods of training to active ones, to look for the opportunities of
combining theoretical knowledge of students and their practical needs.
Discussions,
thematic investigations, trainings, role and business plays, design activities,
the development of critical thinking, brainstorming are the most justified
interactive training technologies in pedagogical practice. Besides, these
technologies can include the elements of social-psychological training,
psychological tasks, communicative exercises, tasks for mastering tolerant
interaction, group creative events, which help not only to get new knowledge,
but also assist in the formation of professional skills, social sensitivity,
taking into account the alternative models of thinking.
Attracting
passive students to using interactive inter-active educational methods and
technologies is possible by their integration in students’ life. The collective
of the British university Harper Adams guided by Haroing Mu (2015) practically
implemented the project, in which mobile devices were integrated with the
systems of clickers for studying with improved functions. The program, that was
used and determined as a very useful instrument of interactive learning, is
called «Kahoot». The course «Economics» is successfully taught to the students
of other professions within the special mobile application in the form of play
competitions.
The main direction of further
improving such pedagogical approaches is widening the spectrum of using
interactive methods of teaching (KOKNOVA, 2017). Training activity based on
game has a great potential for developing professional communicative competence
of students mastering different specialties at higher educational
establishments. It unites the following three components: game (stimulate
emotional relaxation and provoke the participant to demonstrate his (her)
ambitions, express his (her) own thought, and inspire to creative interaction);
educational (enrich knowledge, skills, and experience), and professional (model
various professional situations from practice).
Trubitsyna (2016) considers, that the
level of visualizing the research of students-economists can be raised by using
the method of projects. It always presupposes individual work of students
(individual research, work in pairs or group), which ensures planned generation
of productive ideas.
Haines (1992) distinguishes four
types of projects: 1. Informational and scientific-research projects including
such kinds of work, as reports, displays. 2. Projects-investigations, which
comprise interviews, resumes, etc. 3. Production projects envisage working with
radio, TV, preparing videos, newspapers. 4. Organizational projects (or
projects of productivity) are connected with staging plays, dramas, concerts,
public performances.
Scientific papers of Ukrainian scholars dealing with
the improvement of teaching methods and raising the productivity of students’
knowledge, in the first turn, actualize the questions of introducing
innovations, communicative technologies, and interactive methods of teaching.
It concerns both educational process on the whole and separate fields of
knowledge, in particular, training specialists of economics.
Romaniuk
considers the technology of distance learning as an indispensable component of
innovative processes, analysing this technology in two aspects – as a
pedagogical innovation and as a form of interactive learning, which ensures
comfortable conditions of personality oriented approach in education (ROMANIUK,
2015). In this context the above mentioned author proposes to use
«Informational model of teaching accounting courses» and enumerates the list of
requirements to it, however he neither discloses the way of structuring, nor
the mechanism of practical implementing such systemic innovation.
Mazur (2014)
considers the technology of distance learning the most promising communicative
education means, oriented at self-education, establishing logical
interconnection between the elements of knowledge and independent solving of
the set tasks with further implementation of this knowledge in real conditions.
Moskaliuk and
Chernetska (2014) while determining the directions of improving the system of
teaching accounting courses in economic educational establishments concentrate
on innovation-oriented professional training. Moreover, lecturer’s activity
must be aimed at activating independent cognitive work of students, which
necessarily includes combining academic work with students’ scientific
research, in particular, participating in scientific conferences and writing
research papers.
Underlining the
importance of the motivational component of students’ learning-cognitive
activity Moskaliuk and Chernetska (2014) prefer active training methods, such
as work in small groups, business play, case-method, training, problem
situations, and cognitive tasks. The authors stress, that the methods mentioned
above are used in the teaching and learning process for training specialists at
accounting-economic faculty of Odesa National Economic University and have a
positive effect.
The results of analysing the opportunities of
interactive technologies in professional formation of future economists is
systematized in the paper by Matukova (2012), who stresses on the necessity of
working through the mechanisms which allow to activate the student in the
educational process. Being the adherent of the idea of introducing interactive
learning, Matukova (2012) notes its negative sides, which include:
1) the
necessity to spend much time on the preparation of means for interactive
learning;
2) insufficient
number of manuals with the forms of interactive learning for various special
courses at higher educational establishments;
3) insufficient
level of teachers’ preparation as to possessing special methods and means for
practical implementation of interactive learning methods.
It should be noted, that the
enumerated statements characterize to negative sides of interactive studying.
These negative sides of its introducing (or not introducing) are mainly formed
under the influence of human factor (especially of lecturer as a subject of
pedagogical process).
On the whole, evaluating positively the scientific
papers of Ukrainian and foreign authors as to the methods of using interactive
technologies, a number of features should be mentioned, that, which require
critical comprehending and additional disclosing:
1) at
present the topicality of using innovations in education does not need
excessive proving at the theoretical level, because it has been evident for a
long time. In this connection, not the scientific papers, which stress on the
importance of innovative and interactive methods of learning, should be
considered the most valuable, but those papers, which disclose the ways of
their using;
2) in
disclosing the questions of teaching methods the results, containing the
description of real experience and author’s solution concerning adapting
innovative teaching methods, introducing definite interactive methods, proving
and demonstrating positive effect of their using, have the greatest scientific
importance;
3) before
choosing and introducing interactive methods of learning in teaching a definite
course, it is necessary to investigate positive and negative factors
influencing students’ motivation in mastering by them of the given course. It
will assist in further constructing the corresponding models of lessons, the
practical implementation of which will help to eliminate negative factors and
achieve positive effect.
Thus, solving the problems of
improving teaching methods in educational process must be accompanied by
describing real models of the corresponding lessons, and also making concrete
the corresponding methods from the viewpoint of the practical usage in such
models, which will enable to evaluate critically the obtained results by the
broad scientific community and, in case of their recognition, will assist in
spreading positive experience in educational process.
2.2.
Methodology
and data
2.2.1. Apparatus
and materials
The
methodological foundation of the paper is theoretical basis in fundamentals and
methodology of scientific research, fundamental papers of Ukrainian and foreign
authors as to progressive methods of teaching, innovative educational
interactive technologies, which determine the main elements of conducting
scientific-pedagogical activity in higher educational establishments.
The following
empirical methods of investigation were used: testing, questioning,
observation, and pedagogical experiment.
In order to
determine the effectiveness of using the suggested pedagogical methods the
assumption was made in the form of scientific hypothesis, that it is necessary
to use interactive lesson models to obtain the growth of students’ scientific
results.
2.2.2. Participants
To check the
correctness of the introduced hypothesis the experiment was organized and
conducted, the participants of it were the students of «Bachelor» (43 persons)
and «Master» (91 persons) educational levels mastering «Accounting and
taxation» at Poltava State Agrarian Academy and State Agrarian and Engineering
University in Podilya. The research was made by using experimental plan of hour
series (the comparison of results received before and after the experimental
influence on each group by using repeated measuring, which allows to control
separate threats of internal validity).
2.2.3. Procedure
Scientific work
is difficult, and it is one of the manifestations of person’s
self-actualization. Readiness to scientific work requires high concentration,
purposefulness, persistence, and consistency from the subject of scientific
activity. If a student is the subject of scientific activity, it is necessary
to work off complex mechanism at the level of higher educational establishment.
This mechanism comprises obtaining basic knowledge in fundamentals of
scientific research; familiarizing with the specifics and methodology of
scientific activity in the corresponding field of knowledge (specialty);
investigating motivational factors of students’ scientific activity and the
procedures of revealing scientific potential; the ways of implementing the
achieved scientific results.
In foreign specialized
editions, the discussion as to the processes of attracting students to
scientific work is developing in the direction of suggesting early diagnostics
of their scientific potential. For example, Chun-Yen-Tsai (2018) suggested the
model SSIs-Online-Argumentation Pattern (SOAP) for developing pedagogical
strategy, which helps students to participate in on-line determining of their
scientific competence and choosing the directions of its further raising.
According to this strategy the experiment was held, the participants of which
were 127 senior class pupils and 68 students. The results of the experiment
revealed the obvious statistically measurable growth of skills in scientific
work in the experimental group of SOAP students, in particular, for the constructs
of «revealing scientific problems» and «using scientific proofs», which
substantiates promising directions of building students’ scientific education.
Sikura (2017)
also supports the position of preventive analysis of students’ capabilities to
scientific work. The group of authors, Sikura, Plishko and Baliuk (2017)
developed methodical bases of introducing the mechanism of selecting Master
course students for research activity, and also the ways of raising their
motivational interest in it. The development of the methods of previous
revealing talented students-researchers is understood by the authors as the
formalization of such analysis through developing special program products,
which will decrease the level of human factor influence on the subjectivity of
estimating students’ potential.
To concentrate on motivational factors of scientific
activity, at first negative factors, which decrease the interest of student
youth to science, were analysed (KANTSEDAL, 2014). Questioning of «Bachelor»
level students (the fourth year of studying – 43 persons), «Master» level (the
first year of studying – 53 persons, the second year – 38 persons) of specialty
071 «Accounting and taxation» revealed the following number of reasons, which
were ranged according to the level of their spreading in answers at the stage
of results’ statistical processing:
1) insufficient
being informed as to organization, order, procedure aspects, and positive
consequences of scientific activity;
2) insufficient
level of self-organization;
3) unwillingness
to spend personal time;
4) additional
material spending, connected with conducting scientific activity (from
searching information to approbation);
5) the
absence of financial stimuli at early stages of scientific activity.
To overcome such
negative factors, of course, it is possible to use the classical scheme of
punishment and praise. However, at the level of higher educational
establishment it is necessary to organize work directed at «awakening»
students’ interest to scientific activity.
If we consider
the need of individual in scientific activities from the viewpoint of the
hierarchy of human needs of Abraham Maslow, the given kind of activity is «on
the top of pyramid». According to Maslow’s theory, in order to have higher
(spiritual needs), first of all, a person must be satisfied in basic needs
(food, water, and sleep; the need in safety, etc.) (PETERSON, 2016).
Large-scale
research of Maslow needs’ hierarchy (in particular, investigations of Prof. Ed
Diner) gave the grounds for the conclusions, that the needs illustrated by the
famous «pyramid» are universal, however, the order in which they are fulfilled,
can be inconsistent. That is, the person can demonstrate a high level of
self-actualization and social connections even when his (her) basic
physiological needs and safety needs are not completely satisfied (KANTSEDAL,
2014).
We consider,
that one of the most effective methods of attracting a large number of students
to scientific work is introducing the elements of scientific research while
they do individual scientific-research tasks, course and qualification
(diploma) papers. With this purpose, the course «Methodology of scientific
research in accounting» is included in study plans of Bachelor training in
specialty «Accounting and taxation» at
The aim of the course «Methodology
of scientific research in accounting» is activating students’ scientific activity,
assisting and raising the effectiveness young researchers’ activity, who set
scientific tasks to themselves.
This course is oriented at
generating the following skills: 1) to use the methods of critical evaluation
of scientific papers in practice; 2) to use the elements of scientific research
while preparing individual tasks, presentations, theses, and articles; 3) to
implement in practice the ways of approbating and introducing the results of
scientific research.
Thus, the first motivational factor
for the student mastering «Accounting and taxation» at State Agrarian
and Engineering University in Podilya, Poltava State
Agrarian Academy in being engaged in scientific activity is stipulated by the necessity
to perform the study plan – to master the course «Methodology of scientific
research in accounting» and receiving the final mark (punishment); the second
one is raising students’ self-evaluation in their understanding the notion and
procedural aspects of conducting scientific activity (competence); the third
one is the probability of receiving material benefit from their own scientific
activity in the form of scholarships and prizes (praise); the fourth one is the
opportunity to communicate with progressively thinking young scholars, scientific elite, business
elite (broadening relations); the fifth one is creating the image of young
scientist (the opportunity to receive Diploma with honors and recommendations
to continue studying at higher educational levels – Master course,
post-graduate course).
3. RESULTS AND DISCUSSION
With the aim of
activating students’ scientific work at the faculty of Accounting and finance
of Poltava State Agrarian Academy interactive learning technologies were
integrated in the teaching methods of the course «Methodology of scientific
research in accounting». Such modelling envisages clear singling out, first of
all, of organizational and educational lesson components.
Organizational
aspects of teaching methods of the course «Methodology of scientific research
in accounting» include:
1) Theoretical
(lecture) course in fundamentals of scientific research in accounting.
2) Choosing
the theme of scientific-experimental task, which is approved by the leading
lecturer (the repetition of the same theme of scientific-experimental task in
one group is not allowed).
3) Searching
information, accumulating and processing literary material.
4) Arranging
the text, explanatory note, and getting up properly the scientific-experimental
task.
5) Drawing
up presentation, defending and approbation of the results of
scientific-experimental task (publishing scientific theses in the materials of
conferences or scientific article in collections of scientific papers of young
scholars.
The methodical
aspects of conducting scientific research while doing individual tasks in the
course comprise: 1. Concretization of the subject and object of scientific
research corresponding to the approved theme. 2. Making the table of working
through literary sources on the theme of research. 3. The analysis of cognitive
apparatus concerning the theme of research. 4. The analysis of legal and
regulatory framework of the object of research. 5. Familiarizing with the main
principles of structuring, composing, and reviewing scientific text. 6.
Familiarizing with the procedure of approbation of the scientific-experimental
task results.
With the aim of
attracting all the students to the cognitive process, while constructing the
lesson model of the course «Methodology of scientific research in accounting»,
the following interactive methods are used: discussion, interactive dialogue
«human-computer»: situation analysis; the method of «incident»; business play.
The «discussion»
method. At the initial stages of work with students, it is expedient
to conduct questioning with the aim of determining the potential of the future
researcher, the directions of improving and developing his (her) personality.
In the process
of mastering the course «Methodology of scientific research in accounting» the
authors’ variant of questioning «The potential of accountant-researcher», which
envisages evaluating according to 100-point scale, is used. The obtained
results are the basis for students’ self-analysis, resulting in the discussion
«I am a future researcher».
The filled in
questionnaire is student’s property, it is neither collected with the aim of
confidentiality, nor evaluated and analysed by the teacher. The analysis of the
questionnaire data is made in the classroom in the form of interactive dialogue
and discussion. The received statistical data are systematized and accumulated
with the aim of further analysing the dynamics of scientific knowledge growth
of the corresponding students’ body, the results of which will be presented
below.
The conditions
of achieving positive results greatly depend on the cooperation of the student
with his (her) scientific advisor. In this connection, the important events are
organizing and conducting the discussions on the topics: «The components of
scientist’s culture: spiritual-national; moral-legal;
psychological-aesthetical; professional», «The main requirements to scientific
advisors», «The criteria of choosing scientific advisor», questioning or essay
on the topic «The portrait of the best scientific advisor». All this will
assist in preparing and choosing scientific advisor for organizing cooperation
according to the direction of research in future.
The need to use interactive
dialogue «human-computer» is stipulated by the content of practical tasks,
by which it is envisaged to work through the material in the form of
recommended tables. The forms of these tables and methodical instructions as to
their filling in are disclosed in corresponding manuals, by which the study
process in the course «Methodology of scientific research in accounting» is
ensured (KANTSEDAL, 2015).
The correct
filling in of the suggested tables enables the student at the final stage to
formulate the text of explanatory note and presentation concerning the given
scientific task without any additional effort.
At the same time, the process of searching information
for completing such tasks requires constant interactive dialogue
«human-computer»: monitoring of scientific papers in the chosen theme in open
scientific-metrical bases; monitoring of the legislative changes, checking up
legal validity of the corresponding legal documents, by which the accounting of
the investigated object is regulated, and so on.
Situational
analysis comprises deep and detailed research of real or
imitated situation within the theme, chosen by the investigator.
In particular,
at final stages of studying the course «Methodology of scientific research in
accounting», during conducting practical lesson in the classroom, the situation
of urgent necessity of preparing the presentation covering the investigated
theme based on previously collected and worked through material is imitated.
The presentation is made according to the given oriented example (pattern).
This example (pattern) provided that all the previous tasks were fulfilled,
simplifies preparing the presentation to simple linking. The task is composed
in such a way, that finally the student has the opportunity to conduct critical
analysis of his previously done work, to reveal drawbacks, defects, «weak
points» of his (her) own research.
Business play is
used while doing the task, which envisages familiarizing with procedure aspects
of reviewing scientific publication. It is organized by dividing students in
small groups – «laboratories engaged in reviewing», and the result of their
work is to be the review on the theses (article) of real participants of the
play from other groups.
The model of the
lesson using the methods of situational analysis and business play is presented
on Graph 1.
Doing the task
is divided into several stages:
|
THEME: Linking and reviewing the text of
scientific-research task The aim of the
lesson: practical using of the main ways of
constructing and linking the text, approbation of the procedure of reviewing
the text. Material support: file-store
of student’s conducted practical tasks and independent work, methodical
instructions, review form. LESSON CONTENT: I. Introductory (organizational) part. 1.
Informing the theme and aim of the lesson.
Motivation of learning activity. 2.
Revealing the students’ readiness to the
lesson (checking up whether they have the file of material support with
previously done tasks). II. The main part. 1.
Announcing the conditions: Situation 1. Based
on the material of previously done tasks, to link the scientific text in
theses according to the given pattern for urgent presenting in «the
department of reviewing». The oriented number of participants – 20 (all the
present students are involved). 2.
Revealing by the teacher the state of
finalizing scientific theses and selecting the materials for reviewing. The
oriented number of selected materials for reviewing – 4-6 (depending on the
quality of the performed task). 3.
Dividing the students into small groups -
«reviewing departments», announcing the terms of the business play: Situation
2. To review collectively the scientific text according to the given
example (review form). Particular condition – the author, whose text is
reviewed, is in another group. III. The conclusion part Generalizing and systematizing of the obtained results: 1) revealing
and systematizing of drawbacks in the scientific text; 2) determining the
directions of improving the work in preparation of author’s texts by the
students. IV. Home-task (task for independent work). To eliminate the drawbacks, revealed as a result of self-analysis and
compose Explanatory note to scientific-research task according to the
following plan: 1.
The description of the most important
results of scientific papers according to the theme of research. 2.
The analysis of the notional apparatus as to
the theme of research. 3.
Legal and regulatory framework of accounting
and control of the investigated object. 4.
The description of problem questions
concerning of the investigated object accounting. These questions are covered
in periodical professional publications for practical use. The directions of improving accounting and control of the investigated
object. |
*Sourch: Methodical
instructions for independent work: p. 28-31 (KANTSEDAL, 2014).
Graph 1: The model
of practical lesson with using the methods of situational analysis and business
play
The method of
«incident» envisages analysing the situation as a result of which academic
plagiarism was revealed. As a rule, students work in pairs. To enliven the student
group, the conventional distribution of roles is possible: «author» and «opponent». During the lesson,
the set of corresponding material support, including articles by different
authors from periodicals, having the signs of plagiarism, is used.
Stage 1.
Revealing and identifying the variety of academic plagiarism in the given texts
according to the following signs: 1) reproduction by copying and announcing the
paper, written by another author (authors), as one’s own; 2) copying the text
fragments (either a phrase or several sentences) word for word without proper
reference; 3) making insignificant changes in copied material of another author
or authors (changing sentences, the order of words in them, etc.) without
proper reference; 4) paraphrasing – retelling in one’s own words of
somebody’s else thoughts, ideas, or
text.
Stage 2. Proving
the fact of academic plagiarism by «the author» on the one side and protecting
the right on the author’s text by «the opponent».
Stage 3.
Discussing and formulating collective conclusions and suggestions as to
preventing the cases of academic plagiarism for ensuring the quality of
education.
Using the method of «incident» in the given case
assists in understanding ethical rules and regulations as to not accepting academic
plagiarism by the students; stressing on the principles of independent work
over various written tasks, correct using information from other sources and
avoiding plagiarism while working at creative tasks.
3.1.
Experimental
testing of the effectiveness of the suggested method
The
implementation of the results of students’ scientific research at Poltava State
Agrarian Academy is achieved by approbation: public presentations at scientific
conferences, preparation and publication of presentations’ theses, articles,
etc.
The main precondition of the preparation of published approbations is
investigating important events in the corresponding field of scientific
research according to the suggested form of informational table with the following
data: the name and status of scientific event (international, All-Ukrainian,
inter-university, university, Internet), place and date of conducting, the form
of presenting scientific results, deadline dates of sending materials,
participation fee, determining scientific directions by the section names.
While preparing students’
scientific theses (or articles) as a form of fixating author’s research
priorities in open publications, it is necessary to concentrate the attention
of students on the following important moments: structuring scientific text
corresponding to the given parameters; formulating the title of theses
(article); being ready to review and approbation.
The effectiveness of using
interactive technologies in teaching the course «Methodology of scientific
research in accounting» is confirmed by the growth of the number of scientific
papers – students’ approbations, which is proved statistically by quantitative
indices in yearly reports of the Accounting Department, Accounting and Taxation
Department at Poltava State Agrarian Academy and State Agrarian and Engineering
University in Podilya. The data of quantitative processing of the results of
evaluating students’ scientific potential before and after completing the
course «Methodology of scientific research in accounting», based on the
questioning mentioned above, is given in table 1.
Table 1:
The influence of experimental work with using interactive learning
technologies on the indices of students’ scientific potential at State Agrarian
and Engineering University in Podilya, Poltava State Agrarian Academy in
2017-2018 academic year
|
Levels |
Evaluation range according to 100-point scale of points |
Groups of respondents of specialty «Accounting and taxation» |
||||||||
|
«Bachelor» level, the fourth-year of studying (43 persons) |
«Master» level, the first year of studying (53 persons) |
«Master» level, the second year of studying (38 persons) |
||||||||
|
section 1, % |
section 2, % |
deviation (+,-) |
section 1, % |
section 2, % |
deviation (+,-) |
section 1, % |
section 2, % |
deviation (+,-) |
||
|
low |
0-49 |
53 |
21 |
-33 |
23 |
15 |
-8 |
18 |
13 |
-5 |
|
sufficient |
50-69 |
21 |
49 |
+28 |
43 |
45 |
+2 |
37 |
42 |
+5 |
|
high |
70-100 |
26 |
30 |
+5 |
34 |
40 |
+6 |
45 |
45 |
- |
The interpretation of evaluation relative quantities in
Table 1 definitely testifies to the growth of students’ scientific potential as
a result of using interactive technologies in mastering the course «Methodology
of scientific research in accounting» The indices of decreasing the percentage
of students, having a low scientific level and their transition to the groups
of medium-level and even high potential are the extreme indices of changes.
4. CONCLUSIONS
At the stage of
investigating preconditions of activating scientific activity of the students
of economics in higher educational establishments of Ukraine, it was
established, that the degree of scientific maturity of the main students’
contingent of «Bachelor» educational level, as a rule, remains not disclosed,
because of the absence of the organized system of scientific activity in
educational establishment. Unpreparedness and the absence of motivational
interest to science leads to the problem of low scientific activity at the next
levels, violation of the rules of academic etiquette, unconscious use of the
methods with the signs of plagiarism in scientific texts.
These reasons
stipulate the need of improving the existing methods of scientific-research
activity and introducing interactive technologies, which can develop the
corresponding knowledge and skills of students.
As a result of
the conducted questioning, the main reasons of weakening student youth’s
interest to science are the following: insufficient information as to the
organization, order, procedure aspects, and positive consequences of scientific
activity; insufficient level of self-organization; unwillingness to spend
personal time; additional material spending, connected with conducting
scientific activity; the absence of financial incentives at early stages of
scientific activity.
The motivational
factors of activating students’ science at State Agrarian and Engineering
University in Podilya and Poltava State Agrarian Academy are the following
ones: the necessity to fulfil the study plan (master the study course
«Methodology of scientific research in accounting» and get the final mark);
raising students’ self-estimation in their understanding the notion and
procedure aspects of conducting scientific activity; the probability to receive
material benefits from one’s own scientific activity (scholarships, prizes,
grants); broadening the relations and creating the image of «young researcher».
The content
component of the system of activating students’ scientific activity must
include the following interconnected and mutually supplementing elements:
1)
informative (is implemented by making public the
important information about the events in the scientific world and letting it
know to a great number of users)
2)
learning (is implemented by including in study plans
the courses, which envisage the mastering the fundamentals of scientific
literacy with simultaneous and gradual transition to individual
scientific-research tasks in specialty, corresponding to the profile of
studying);
3)
educative (is fulfilled by organizing thematic curator
hours, trainings, oriented at raising the level of personality’s
self-organization, self-identification in doing creative tasks;
4)
initiative (is realized by organizing scientific study
groups, open scientific events in the format of «scientific picnics», assisting
in activating process-content motives of scientific creative work).
In the course of
elucidating practical approaches to implementing interactive technologies in
the system of students’ scientific activity while studying the course
«Methodology of scientific research in accounting», the model of the lesson
«Linking and reviewing the text of scientific-experimental task» was presented,
which envisages using the methods of situational analysis, business play, and
enables to solve the following study aims: the development of analytical
thinking and the skills of self-analysis; consolidation of practical skills of
work with information; broadening communicative competence; raising motivation
to studies and scientific-research activity.
The
effectiveness of the pedagogical experiment, described above, is confirmed by
the growth of the number of official approbations of scientific research
results, achieved by the students of State Agrarian and Engineering University
in Podilya and Poltava State Agrarian Academy (according to yearly reports of
the Accounting Department
and Accounting and Taxation Department) and positive dynamics of structural
changes as to the level of scientific potential of the investigated number of
respondents, who participated in the pedagogical experiment (percentage growth
of persons having average and high level of scientific potential).
The authors’
experience testifies: teaching the fundamentals of scientific research in
higher educational establishments will be effective, only when this process
will be applied. Thus, the novelty of the suggested pedagogical methods
consists in adapting the traditional course «Fundamentals of scientific
research» to the corresponding field of knowledge and specialty mastered by the
student (in this case it is the field of knowledge 07 «Economics and
entrepreneurship», specialty – 071 «Accounting and Taxation», the course –
«Methodology of scientific research in accounting»).
The real practice of using interactive learning
technologies (interactive dialogue «human-computer», business play, situational
analysis, the method of «incident») suggested in the models of lessons, assists
in attracting students to scientific work, confirms raising the level of their
scientific literacy, and also assists in generating positive image and raising
rating indices of higher educational establishment.
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