Jerry W. Ferry
University of North Alabama
Department of Accounting and Business Law
UNA Box 5205
Florence, AL 35632-0001
Phone: (256) 765-4887
Fax: (256) 765-4811
jferry@unanov.una.edu
Principles of Accounting, Managerial Accounting, Cost Accounting, Advanced Cost Accounting, Consolidations, Controllership, MBA Managerial Accounting
I use a five section spreadsheet design to prepare accounting problems to teach accounting concepts and techniques. The five sections are: ID, PROBLEM, INPUT, CALCULATION, & REPORT. (1) The ID section simply identifies the name of the spreadsheet and the type of problem. (2) The PROBLEM section contains the entire problem using cell references to the INPUT section. (I, also, include check figures in the PROBLEM section). (3) The INPUT section contains all of the independent numbers for the problem. It is the only section where a number can be typed. All of the other sections use cell references or formulas. (4) The CALCULATION section explains how the problem will be solved and shows every step in the solution from the initial formula in words through every numerical substitution and calculation. (5) Finally, the REPORT section reports the results of the problem and solution in an effective format.
The power of this spreadsheet design is that it contains both the problem and the solution. This design layout makes it possible to generate an infinite number of problems where the wording is identical and the numbers are different. I use the results as follows: for each problem that I want to teach, I make up and print three versions of the spreadsheet -- versions a, b, and c. Each version of the spreadsheet is the same problem with a new set of numbers, so I have three identically worded problems but each one has a different set of numbers. Normally, I give students the complete spreadsheet for version a, and explain the solution in class. Then I give the student only the PROBLEM section (including the check figures, but not the solution) for version b and assign it as homework. Approximately 85% of the students solve the problem correctly. One of the reasons for the high success rate is because I include check figures in the PROBLEM section. The check figures give the students immediate feedback on whether they have solved the problem correctly or not. I have the students share their solutions with one another or I go over the homework in class. Finally, I give each student the PROBLEM section for version c. It makes a good review for the test.
Alternatively, (1) When I want to challenge the students, I give the students the only the PROBLEM section for version a (without the solution) and ask them to solve the problem in class or for homework. Later, I go over the solution in class. (2) Sometimes students ask for additional versions to use to study for tests. I always make up additional versions for them and put sets of problems and solutions on reserve in the library for all students. (3) Sometimes, I make up additional versions to use on tests. It is extremely easy to make tests with similar problems, but different sets of numbers for each class or each section of a class. I know one teacher who always makes four versions of each test for each class. (4) I, also, create new spreadsheet problems to use on tests that my students have never seen before.
Note: I currently sell the students books of problems and solutions for each class. When I develop my own web site, I plan to have all of this material on the web site.
I also teach my students to use this five section design. Each student must create spreadsheets using this five section design layout to solve problems that I assign.
First, students learn to create spreadsheets using this five section design. Second, good students like to work extra problems to make sure they understand the problems, and weaker students need the extra problems to master the concepts and techniques. Third, homework can be covered quickly in class if the class has access to computer facilities. Fourth, these spreadsheets can be used to reduce the possibility because each student knows that his or her neighbor has a test with a different set of numbers on it. Finally, teachers can share the spreadsheets that they create with one another, and publishers could use this format for the spreadsheets that they include with their textbooks.
My students and I can keep up with the fast-changing business world because I can create problems for any topics not covered in the textbook, or I can create additional problems to supplement the ones in the textbook. My students feel confident about what they have learned. They have been exposed to what I believe is the best spreadsheet design and layout. They have learned how to use this five section design layout to create their own spreadsheets. And, they can teach someone else the techniques of spreadsheet design as well.
I plan to establish a web site at the University of North Alabama. I believe the URL will be http://www2.una.edu/jferry -- Please e-mail me if you cannot find the web site.