Collaborative Learning as an Adjunctive Approach in Teaching Accounting Students

This study sought to determine the effectiveness of collaborative learning as an adjunctive approach in teaching accounting courses to accountancy students. Utilizing the quasi-experimental, pretest-post design, 40 accountancy students participated in this study. The results of this study reveal that the post test mean of experimental group (x=37.1, S=11.8) and that of the control group (x=28.7, S=11.3) are significantly different at 5% level of significance (t=8.641, DF=38, p<.05). Traditional approach in teaching is still effective for accounting students as shown by the significant improvement of scores of the control group from pre to post test. In the same way, collaborative learning approach is also effective for accounting students. However, students taught both with traditional and collaborative learning approach performed higher that those taught using traditional method alone. The results further suggest that collaborative learning is an effective adjunctive approach to lecturing.