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Efficacy of Problem-Based Learning over Traditional Pedagogy on U.S. CPA Practice Exam Performance Among Chinese Accounting University Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Efficacy of Problem-Based Learning over Traditional Pedagogy on U.S. CPA Practice Exam Performance Among Chinese Accounting University Students./
Author:	Ouyang, Bing.
Description:	1 online resource (106 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Social work. -
Online resource:	click for full text (PQDT)
ISBN:	9798381095685

Efficacy of Problem-Based Learning over Traditional Pedagogy on U.S. CPA Practice Exam Performance Among Chinese Accounting University Students.
Ouyang, Bing.

Efficacy of Problem-Based Learning over Traditional Pedagogy on U.S. CPA Practice Exam Performance Among Chinese Accounting University Students. - 1 online resource (106 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ph.D.)--Walden University, 2023.

Includes bibliographical references

In recent years, many university students in China choose to take U.S. CPA exam to discover more job opportunities in international companies. In my study, I investigated whether and how PBL may influence Chinese accounting majors' performance on U.S. CPA practice exam, specifically in the Financial Accounting and Audit sections. Although PBL has been recommended as a promising methodology, not much empirical research has been published in accounting education. A gap exists in the literature regarding the potential influence that PBL teaching methods may have on student performance on U.S. CPA practice exams.The purpose of my quantitative study was to determine the effectiveness of PBL by examining the U.S. CPA practice exam scores of students who regularly engaged in PBL and those of students who did not. PBL teaching methodology was used as the theoretical framework. Archival data were collected from 152 accounting students in a Chinese university. The dependent variable was the U.S. CPA practice exam scores. The independent variable was the instructional methodologies to which two groups of accounting students were taught. One-way analysis of covariance showed that the mean post-test score of the PBL group was significantly higher than the mean post-test score of the non-PBL group for the CPA practice exam. I chose the standard significance level of p = .05 and a standard power level of .80; the number of groups was 2 and the number of covariates was 1.The findings of this study may contribute to social change by identifying whether PBL-facilitated teaching can help accounting students better prepare themselves for the actual U.S. CPA exam.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381095685Subjects--Topical Terms:

1008643
Social work.
Subjects--Index Terms:

Accounting educationIndex Terms--Genre/Form:

554714
Electronic books.

Efficacy of Problem-Based Learning over Traditional Pedagogy on U.S. CPA Practice Exam Performance Among Chinese Accounting University Students.
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