# Integrating Information Technology (IT) into Accounting Courses

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4 hypothesis is (3.1302) and it is significant (t = , p = 0.000); therefore, this hypothesis is accepted, which means that accounting students have positive perceptions toward using the in the learning Table (4) includes the statistical results for the third main hypothesis (M3). As shown the mean for this hypothesis is (3.9375) and it is significant (t = , p = 0.000); therefore, this hypothesis is accepted, which means that accounting students have positive perceptions toward using the MS PowerPoint in the learning Table (5) includes the statistical results for the fourth main hypothesis (M4). As shown the mean for this hypothesis is (4.4948) and it is significant (t = , p = 0.000); therefore, this hypothesis is accepted, which means that accounting students have positive perceptions toward using the MS Excel in the learning Independent Sample T-test Results Independent sample T-test was used to test the first, third, and fourth secondary hypotheses (S1, S3, and S4). Table (6) shows the statistical result for these hypotheses. As shown, female students have a greater mean (4.1444) than male students (3.8826) and this difference is significant (t = , p = 0.0); therefore, the first secondary hypothesis (S1) is accepted, which means that there are statistical significant differences in students' perceptions toward the use of IT in the learning process due to gender. The results show that students owning PC have a greater mean (3.9685) than students who do not (3.8900), but this difference is not significant (t = 0.439, p = 0.3); therefore, the third secondary hypothesis (S3) is rejected which mean that there are no statistical significant differences in students' perceptions toward the use of IT in the learning process due to owning PC. The results also show that students having access to internet have a greater mean (4.1481) than students who do not (3.8812) and this difference is significant (t = 2.622, p = 0.007); therefore, the fourth secondary hypothesis (S4) is accepted, which mean that there are statistical significant differences in students' perceptions toward the use of IT in the learning process due to having access to Internet at home One Way ANOVA Test Results One way ANOVA test was used to test the second, fifth, and sixth secondary hypotheses (S2, S5, and S6). Descriptive statistics (Table 7) indicate that students with GPA less than (68%), students with GPA between (68%-76%), and students with GPA more than (76%) have means of (3.9333), (4.0500), and (3.8278) respectively. These differences are not significant as shown in table (8) (f = 0.513, p = 0.604). Therefore, the second secondary (S2) hypothesis is rejected, which means that there are no statistical significant differences in students' perceptions toward the use of IT in the learning process due to GPA. Descriptive statistics (Table 7) indicate that students using PC for less than (1) hour daily, students using PC between (1-2) hours daily, and students using PC for more than (2) hours daily have means of (3.9060), (3.8962), and (4.1512) respectively. These differences are not significant as shown in table (8) (f = 1.6, p = 0.281). Therefore, the fifth secondary hypothesis (S5) is rejected, which means there are no statistical significant differences in students' perceptions toward the use of IT in the learning process due to an average number of hours using the PC daily. Finally, table (7) shows that students using Internet for less than (1) hour daily, students using Internet between (1-2) hours daily, and students using Internet for more than (2) hours daily have means of (3.8438), (4.2896), and (4.2067) respectively. These differences are significant as shown in table (8) (f = 5.0, p = 0.013). Therefore, the sixth secondary hypothesis (S6) is rejected, which means there are statistical significant differences in students' perceptions toward the use of IT in the learning process due to an average number of hours using the Internet daily. After determining the existence of significant differences, post hoc multiple comparisons were used to determine which means differ. Post Hoc Comparison (Table 9) indicates that the significant differences exist between students using Internet for less than (1) hour daily and students using Internet between (1-2) hours daily or for more than (2) hours daily. 5. Conclusion and Discussion This study aims to investigate accounting students' perceptions toward the use of four IT tools in the learning These tools were the , Internet, MS PowerPoint, and MS Excel. Also this study aims to investigate whether students' perceptions are affected by students' demographic factors (gender, GPA, owning PC, having access to Internet, and average usage of PC and Internet). The results indicated that accounting students consider the four IT tools necessary for the learning process which agrees with (Khaddash, 2004) study. MS Excel earned the highest positive perceptions by accounting students 208 ISSN E-ISSN

6 Haugland, J., L. (2000). Using Computer Technology and Course Web Pages to Improve Student Performance in Accounting Courses. [Online] Available: Khaddash, H. (2004). Importance of using IT in Higher Education and Accounting Education in particular. Studies-Administrative Sciences, 31(2), Marbach-Ad, G., and Sokolove, P., G. (2002). The Use of and In-Class Writing to Facilitate Student Instructor Interaction in Large-Enrollment Traditional and Active Learning Classes. Journal of Science Education and Technology, 11(2), , June. Mcvay, G. J., Murphy, P. R., and Yoon, S. W. (2008). Good Practices in Accounting Education: Classroom Configuration and Technological Tools for Enhancing the Learning Environment. Accounting Education: an international journal, 17(1), 41-63, March. Mohamed, E. K. A., and Lashine, S. H. (2003). Accounting Knowledge and Skills and the Challenges of A Global Business Environment. Managerial Finance, 29(7), Sahin, Y., Y. (2009). A comparison of graduate and undergraduate teacher education students perceptions of their instructors use of Microsoft PowerPoint, Technology. Pedagogy and Education, 18(3), , October. Sangster, A., and Mulligan, C. (1997). Integrating the World Wide Web into an accounting systems course. Accounting Education, 6(1), Sexton, D., King, N., Albridge, J., and Goodstadt-Killoran, I. (1999). Measuring and evaluating early childhood prospective practitioners attitudes toward computers. Family Relations, 48, Urbanová, K., and Čtrnáctová, H. (2009). Efficiency of PowerPoint Presentation as a Component of Science Education. Problems of Education in the 21 Century, 17, Table 1. Demographic information Characteristic Freq. Percentage Characteristic Freq. Percentage Gender Male Female GPA Less than 68% Between 68%-76% More than 76% Student Level Third Year Forth Year Owning PC Yes No % 28.1% 62.5% 28.1% 9.4% 3.1% 96.9% 84.4% 15.6% Having access to Internet Yes No Average Use of PC Less than one hour Between 1-2 hours More Than 2 hours Average Use of Internet Less than one hour Between 1-2 hours More Than 2 hours % 71.9% 43.8% 34.4% 21.9% 71.9% 12.5% 15.6% 210 ISSN E-ISSN

7 Table 2. One Sample T-test (Hypothesis-M1) No. Item Mean Std. Dev. t-value p-value 1 Using Internet to get information saves time and effort I consider the Internet as an effective learning tool I use the Internet to get the data and information required for the learning Using the Internet helps in getting updated information Internet is a necessary tool for the learning Internet Table 3. One Sample T-test (Hypothesis-M2) No. Item Mean Std. Dev. t-value p-value 1 Using to communicate with instructors saves time and effort Using to communicate with instructors helps in learning I prefer using to communicate with instructors than meeting them personally I use to submit the homework I use to ask questions or inquiries is a necessary tool for the learning Table 4. One Sample T-test (Hypothesis-M3) No. Item Mean Std. Dev. t-value p-value 1 MS PowerPoint facilitates making learning shows MS PowerPoint increases students' attention MS PowerPoint is appropriate for theoretical courses MS PowerPoint helps to present all shapes and forms MS PowerPoint helps in presenting financial reports MS PowerPoint is a necessary tool for the learning MS PowerPoint Table 5. One Sample T-test (Hypothesis-M4) No. Item Mean Std. Dev. t-value p-value 1 MS Excel helps in making mathematical calculations MS Excel facilitates preparing charts MS Excel is an appropriate tool for practical courses MS Excel helps in preparing financial reports MS Excel helps in presenting financial reports MS Excel is a necessary tool for the learning MS Excel Published by Canadian Center of Science and Education 211

8 Table 6. Independent Sample T-test (Hypotheses: S1, S3, S4) Independent Variable Groups n Mean Std. Dev. t-value p-value Gender Male Female Owning PC Yes No Having access to Internet Yes No Table 7. Descriptive Statistics (Hypotheses: S2, S5, S6) Independent Variable Group N Mean Std. Dev. Std. Error Less Than 68% GPA Between 68%-76% More Than 76% Less than (1) hour Hours using PC Between (1-2) hours More than (2) hours Less than (1) hour Hours using Internet Between (1-2) hours More than (2) hours Table 8. One way ANOVA test (Hypotheses: S2, S5, S6) Independent Sum of Mean Variance df Variable Squares Square F Sig. Between Groups GPA Within Groups Between Groups Hours using PC Within Groups Between Groups Hours using Within Groups Internet Table 9. Multiple Comparisons LSD (Hypotheses-S6) (I) Group (J) Group Mean Difference (I-J) Std. Error Sig. Less than (1) hour Between (1-2) hours (*) More than (2) hours (*) Between (1-2) hours Less than (1) hour (*) More than (2) hours ISSN E-ISSN

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