Investigating the Effectiveness of Problem-based Learning in improving Learner Achievement in Accounting at O.R. Tambo Inland District, Eastern Cape

This study investigates the effectiveness of problem-based learning in improving learner achievement in a selected high school in the O.R. Tambo inland district in the Eastern Cape of South Africa. Given the demand for methods of teaching that improve problem-solving and critical thinking skills, problem-based learning emerges as one promising approach. Adopting a mixed approach design, data was collected from 23 learners from pre-tests and post-tests and learner and teacher reflections. Despite a small sample size and the time constraints, this study highlighted an improvement in learner achievement, understanding of accounting concepts, analytical skills and engagement. The social constructivist theoretical framework was adopted. However, challenges in learner experiences suggest a need for further research into the long-term effectiveness of PBL. It was recommended that learners should be made aware of problem-based learning before implementing it. Additionally, learners should be given enough time for the implementation of PBL, as a variety of students had trouble dealing with complex problems. It was also recommended that teachers should be trained on how to implement and adopt PBL into accounting education. The findings of the study will benefit all schools intending to reform accounting education with the end goal of achieving the intended outcomes in accounting.