The Effect of Project-Based Learning and Self-Efficacy on Accounting Learning Achievement

DOI

10.2991/978-94-6463-622-2_56How to use a DOI?

Keywords

Direct Instruction; Project-Based Learning; Student’s Self-Efficacy

Abstract

21st-century education demands creativity, critical thinking, collaboration, and communication skills. All these skills aim to support the development of highly competitive human resources. There are three objectives of this study: first, analyzing the comparison of accounting learning achievement of students who follow different instructional models (project-based learning and direct instruction); second, analyzing the comparison of students’ accounting learning achievement who have different levels of self-efficacy (high and low); and third, describing the interactive influence between two dimensions of instruction models and two dimensions of self-efficacy to students’ accounting learning achievement. This quasi-experimental design is a nonequivalent control group design. The access population of this study was nine classes taking accounting courses. The sample was determined randomly and all samples were separated into two experimental groups and two groups were designated as controls. Data related to self-efficacy were obtained through a questionnaire, and learning achievement was assessed using an essay test. The collected data was analyzed using descriptive and inferential statistics with α = 0,05. The results of this study are (1) there are differences in students’ accounting learning achievement between those who studied using the PjBL model and the DI model; (2) there are differences in students’ accounting learning achievement between students with different levels of self-efficacy; (3) the instructional models accommodate self-efficacy to enhancing students’ accounting learning achievement.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - I Ketut Suandi
AU  - Cening Ardina
AU  - Ni Ketut Masih
AU  - I Wayan Karman
PY  - 2024
DA  - 2024/12/31
TI  - The Effect of Project-Based Learning and Self-Efficacy on Accounting Learning Achievement
BT  - Proceedings of the International Conference on Sustainable Green Tourism Applied Science - Social Applied Science 2024 (ICoSTAS-SAS 2024)
PB  - Atlantis Press
SP  - 503
EP  - 512
SN  - 2352-5428
UR  - https://doi.org/10.2991/978-94-6463-622-2_56
DO  - 10.2991/978-94-6463-622-2_56
ID  - Suandi2024
ER  -