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Dissertation
The lived experiences of accounting students during the COVID-19 pandemic: a mixed-methods study
Doctor of Education (Ed.D.), Drexel University
Aug 2025
DOI:
https://doi.org/10.17918/00011192
Abstract
The COVID-19 pandemic disrupted higher education worldwide, forcing institutions to rapidly transition to online instruction, which profoundly impacted students. Community college students often face a number of challenges, including financial constraints, academic preparedness, lack of support systems, access to resources, and workforce preparation. These challenges can impact their academic success, personal well-being, and overall college experience. Adding a global pandemic to the list of challenges can have a great impact on the overall experience of community college students. The pandemic created an urgent need for further research to identify the perspectives and experiences of students who took online accounting courses during this period. The findings of this study may assist faculty and administrators with developing effective online courses that ensure student success. This information will also be useful for course development and help faculty and administrators determine how to recruit and retain students interested in pursuing an accounting degree, either online or face-to-face. The purpose of this mixed-methods study was to explore the experiences of accounting students who have taken online courses during the COVID-19 pandemic and determine how community colleges can revise or develop curricula, policies, and other changes that could improve the learning experiences of students who are taking accounting courses online synchronous, online asynchronous, and face-to-face. Guided by a social constructivist framework, the study employed a convergent mixed-methods design that combined quantitative survey data with qualitative interviews to provide a comprehensive understanding of students' perspectives. The following four research questions guided this study: 1. How did accounting students cope with and adapt to their online educational experience during the COVID-19 pandemic? 2. What are students' preferences regarding online education and its perceived effectiveness? 3. To what extent did students' experiences influence their preferences for online accounting education? 4. What were the primary challenges accounting students faced in transitioning to online learning during the pandemic? The quantitative strand surveyed students enrolled in financial and managerial accounting courses during Spring 2020-Spring 2021, measuring satisfaction, engagement, and performance outcomes. The qualitative strand included semi-structured interviews with volunteer participants to capture deeper insights into coping strategies, perceptions of instructional effectiveness, and support needs. Findings revealed that while students appreciated the flexibility of asynchronous courses, many struggled with reduced faculty interaction, technological barriers, and heightened stress related to the pandemic. Students highlighted the importance of clear communication, structured online content, and opportunities for peer collaboration as key factors supporting their success. Results indicated that student preferences for future course delivery were shaped by both their pre-pandemic experiences and the unique challenges posed by emergency remote instruction. While some students expressed increased acceptance of online learning, others preferred the social interaction and immediacy of face-to-face instruction. Implications of the study suggest that community colleges should adopt blended learning approaches, expand faculty training in online pedagogy, and enhance student support services to strengthen readiness and retention. Ultimately, this research contributes to the growing literature on student-centered strategies in accounting education and offers practical recommendations for sustaining quality learning experiences in times of crisis and beyond.
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Details
- Title
- The lived experiences of accounting students during the COVID-19 pandemic
- Creators
- Ruqayyah T. Archie
- Contributors
- Michael G. Kozak (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 142 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022098143104721