Demonstrating the Significance and Utilization of Problem-Based Learning in Accounting Education

Habasisa Vincent Molise ORCID iD

Issue: Vol.5  No.11 Issue Article 13 pp. 1782-1795
DOI: https://doi.org/10.38159/ehass.202451113 | Published online 11th September, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The aim of this article is to offer a thoughtful analysis of the significance and utilization of problem-based learning (PBL) as an accounting teaching and learning technique through a study of the literature. The primary goal of accounting education is to provide technical knowledge. Technical proficiency is still important, but there is a need to focus far more on developing the critical thinking and other abilities needed to meet the demands of the 21st-century workforce. The researcher presents an analysis of the need for and best practices for using PBL in accounting education through a study of empirical research in the literature, all while adhering to the social constructivism paradigm. The study is qualitative in nature. Data was collected from the literature on the significance and utilization of problem-based learning in accounting education and data was analyzed thematically based on the literature review conducted. Excerpts from the literature review revealed the following findings: content knowledge skills, problem-solving abilities, critical thinking skills, and collaborative skills. The results imply that accounting teachers still lack the ability to modify their strategies in a way that helps learners build a broad and adaptable knowledge base to develop and foster efficient problem-solving techniques that make students better collaborators and increase their understanding of the subject matter. The study proposes that teachers should participate in professional development workshops where they will learn efficient techniques for integrating PBL into accounting.

Keywords: Problem-based Learning, Social Constructivist Theory, Accounting Education, Strategies, Workshops

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Habasisa Vincent Molise (PhD Student) is a Lecturer at the School of Education, Department of Education Studies at the University of Limpopo, South Africa. He holds a Master’s Degree in Curriculum Studies. His research interests focus on Commerce Education.

Molise, Habasisa Vincent . “Demonstrating the Significance and Utilization of Problem-Based Learning in Accounting Education,” E-Journal of Humanities, Arts and Social Sciences 5, no.11 (2024): 1782 -1795. https://doi.org/10.38159/ehass.202451113

© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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