The students’ anxiety about studying finance subjects was the most difficult challenge due to their diverse cultures, qualifications, and discipline areas. Students are apprehensive about studying finance subjects because of the broad concept, technical application and complex decision-making. Finance anxiety causes inappropriate and ineffective learning behaviour, result in failing grades and study extensions. Most students become easily bored, disinterested and disengaged in their learning when they are exposed to one-way interactive teaching practice. This study develops the Teach-Exhibit-Practice-Evaluate-Reward (TEPER) pedagogy by integrating the Connectivism Learning Theory, Constructivism Learning Theory, and Behaviourism Learning Theory. The TEPER pedagogy incorporates digital technology to create an innovative learning and teaching environment that effectively transforms students’ passive learning behaviour into more active engagement. It is hoped that this study will advocate for a rethinking of university teaching and learning in finance subjects in order to prepare students to become future-ready learners with strong industry engagement in a tech-rich future.

Authors:
Kwang-Jing Yii, Swinburne University of Technology Sarawak Campus, Malaysia

About the Presenter(s)
Dr Kwang Jing Yii is a University Associate Professor/Senior Lecturer at Swinburne University of Technology Sarawak Campus in Malaysia

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