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Student-Centered Instructional Strategies in Accounting Education: Evidence from the ATPB Course

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  • Nurul Nadiah Ahmad

    (UNITEN Business School, Universiti Tenaga Nasional (UNITEN), Malaysia.)

Abstract

This study explores accounting students’ perceptions of instructional tools used in the Accounting Theory and Practice (ATPB) in the Malaysian Context course. Despite the rise of blended learning strategies, limited empirical evidence exists on student preferences in theory-based accounting subjects in Malaysia. A descriptive quantitative approach was used, involving 54 undergraduate students from Universiti Tenaga Nasional (UNITEN), who participated in a Telegram-based poll to identify learning tools they found most effective. Results indicate strong preferences for traditional methods, particularly lectures and past exam question reviews (73% each), followed by group discussions (71%). Digital tools like Padlet (60%) and knowledge checks (47%) were also positively received. In contrast, experiential and gamified strategies such as ESG Adventures and Gallery Walks were less favored (

Suggested Citation

  • Nurul Nadiah Ahmad, 2025. "Student-Centered Instructional Strategies in Accounting Education: Evidence from the ATPB Course," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 3539-3544, August.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-8:p:3539-3544
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    References listed on IDEAS

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    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2018. "Accounting education literature review (2017)," Journal of Accounting Education, Elsevier, vol. 43(C), pages 1-23.
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