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Some empirical evidence on the superiority of the problem-based learning (PBL) method

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  • Gaetan Breton

Abstract

This study compares the effects of two different teaching methods used concurrently on two comparable classes of accounting theory. The first method is the traditional lecture along with assignments and examinations. The second method is an application of the problem-based learning approach, the hypothesis being that such a method will produce better results in terms of acquisition of knowledge and aptitude to deal with problems in a long term perspective. The experimental group was submitted to this method and the control group was lectured as usual. Significant differences in the marks for the final examinations between both groups were found. The PBL group was associated with better marks to most questions. Another interesting finding was the perception of the PBL group to have acquired better and longer lasting knowledge.

Suggested Citation

  • Gaetan Breton, 1999. "Some empirical evidence on the superiority of the problem-based learning (PBL) method," Accounting Education, Taylor & Francis Journals, vol. 8(1), pages 1-12.
    • Handle: RePEc:taf:accted:v:8:y:1999:i:1:p:1-12
    DOI: 10.1080/096392899331008
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    Citations

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    Cited by:

    1. Kevin M. Baird & Venkateshwaran Narayanan, 2010. "The effect of a change in teaching structure on student performance," Asian Review of Accounting, Emerald Group Publishing Limited, vol. 18(2), pages 148-161, July.
    2. Palazuelos, Estefanía & San-Martín, Paula & Montoya del Corte, Javier & Fernández-Laviada, Ana, 2018. "Utilidad percibida del Aprendizaje Orientado a Proyectos para la formación de competencias. Aplicación en la asignatura «Auditoría de cuentas»," Revista de Contabilidad - Spanish Accounting Review, Elsevier, vol. 21(2), pages 150-161.
    3. Stuart McChlery & Catriona Paisey, 2003. "Quality in professional accounting education provision in the UK - the CIMA experience," Accounting Education, Taylor & Francis Journals, vol. 12(2), pages 197-225.
    4. Audrey S. Paterson & William J. Jackson & Andrew P. Grieve, 2012. "The Enhancement of Generic Competencies through the Application of Student Centred Learning: The Students Perspective," Accountancy Discussion Papers 1201, Accountancy Research Group, Heriot Watt University.
    5. Paisey, Catriona & Paisey, Nicholas J., 2010. "Developing skills via work placements in accounting: Student and employer views," Accounting forum, Elsevier, vol. 34(2), pages 89-108.
    6. 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.
    7. Stanley, Trevor & Marsden, Stephen, 2012. "Problem-based learning: Does accounting education need it?," Journal of Accounting Education, Elsevier, vol. 30(3), pages 267-289.
    8. Burns, Cathleen S. & Fischer, Mary L. & Latham, Claire Kamm & Matuszewski, Linda J. & Sage, Judith A., 2022. "Leveraging medical education resources to enhance instruction in accounting education," Journal of Accounting Education, Elsevier, vol. 60(C).
    9. Lin Mei Tan & Fawzi Laswad, 2018. "Professional skills required of accountants: what do job advertisements tell us?," Accounting Education, Taylor & Francis Journals, vol. 27(4), pages 403-432, July.

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