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

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.

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