از مزایای رویکرد راه حل های ریاضی در آموزش ارزش زمانی پول: بحث ها و شواهد

This paper proposes several educational benefits to be derived by abandoning the traditional textbook focus on time value of money (TVM) tables and requiring student-generated mathematical solutions to TVM problems. These include: (1) greater reinforcement and appreciation for the theoretical concepts underlying TVM analysis; (2) improved professional preparation for dealing with real-life TVM applications; and (3) a better backdrop from which to introduce more sophisticated TVM topics calling for a requisite mathematical understanding (e.g., effective interest rates and exponential growth between discrete interest periods). Comparative computational efficiency and learning effectiveness are empirically evaluated in an experiment on two groups of students: those who reinforced their learning using a mathematical approach and those who reinforced their learning using tables. Students that employed the mathematical approach scored significantly higher on a common achievement test and also completed the tests in significantly less time. A post-experimental attitudinal questionnaire revealed statistically significantly stronger student preferences for the mathematical approach.

The time value of money (TVM) is central to the disciplines of accounting and finance. It also appears to be one of the more challenging topics for undergraduate business students, as gauged by tested comprehension. The typical business major receives two introductory exposures: the first in financial accounting when discussing long-term debt valuation (e.g., bonds and leases) and the second in managerial accounting when discussing capital budgeting models. Despite this previous coverage, however, anecdotal observation suggests that comprehension for many students remains low even after a third exposure in upper-level coursework that makes heavy use of discounting principles (e.g., intermediate accounting and corporate finance). Is the difficulty due to the subject matter itself, or is the conventional manner in which the subject is taught also partially to blame?

This paper has discussed several educational benefits that are likely to result from student-generated mathematical solutions to TVM problems. These include: (1) a greater reinforcement and appreciation for the theoretical concepts underlying TVM analysis; (2) an improved professional preparation for dealing with real-life TVM applications; and (3) a better backdrop from which to introduce more sophisticated TVM topics. A claim commonly appearing in accounting and finance texts is that table usage is more computationally efficient (less tedious) than the use of formulas. As argued above, however, the use of tabulated factors may very well interfere with a conceptual understanding of what the factors represent.