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Problem-Based Learning: Enhancing Scholarship of Teaching and Learning in Accounting Education

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  • Nosihle Veronica Sithole

    (Central University of Technology, Free State)

  • Matsolo Claurina Mokhampanyane

    (Central University of Technology, Free State)

Abstract

The primary aim of this study is to provide a deeper insight into the role of Problem-Based Learning in enhancing the Scholarships of Teaching and Learning in accounting education. The central issue in this study is the ineffectiveness of implementing Problem-Based Learning in accounting education. The paper is couched in the Critical Emancipatory Research theory. Participatory Action Research was employed in this study to collect data, and a thematic approach was used to analyse data. A WhatsApp group was established to facilitate group conversations for data collection. Participants in this study included two accounting methodology instructors and three fourth-year students enrolled in an accounting education program. The study's findings revealed that a lack of innovative skills and knowledge to construct problem cases, Inadequate time to prepare problems for PBL, and the Inability of systems to find accounting-related cases are major challenges for the implementation of PBL. Additionally, Problem-Based Learning can be effectively implemented by availing systems to search for accounting information, providing clear guidance, and peer evaluation and review of the Problem-Based Learning process. Based on these findings, the study concludes that professional development is required for instructors to effectively implement Problem-Based Learning. Furthermore, instructors must collaborate with accounting industries to obtain real-world problem cases. This research makes a significant contribution to the body of knowledge in accounting education scholarships, particularly in the areas of teaching and learning.

Suggested Citation

  • Nosihle Veronica Sithole & Matsolo Claurina Mokhampanyane, 2025. "Problem-Based Learning: Enhancing Scholarship of Teaching and Learning in Accounting Education," Social Sciences and Education Research Review, Department of Communication, Journalism and Education Sciences, University of Craiova, vol. 12(1), pages 362-370, July.
    • Handle: RePEc:edt:jsserr:v:12:y:2025:i:1:p:362-370
    DOI: 10.5281/zenodo.15804576
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    References listed on IDEAS

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    1. Tu Chen & Yi-Jing Zhao & Feng-Qing Huang & Qun Liu & Ying Li & Raphael N Alolga & Lei Zhang & Gaoxiang Ma, 2024. "The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking ability for the pharmacy students: A randomized controlled trial and meta-analysis," PLOS ONE, Public Library of Science, vol. 19(12), pages 1-11, December.
    2. Wyness, Lynne & Dalton, Fiona, 2018. "The value of problem-based learning in learning for sustainability: Undergraduate accounting student perspectives," Journal of Accounting Education, Elsevier, vol. 45(C), pages 1-19.
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    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

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