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(2025) Problem-solving teaching method and business education students'achievement in financial accounting in public universities. Journal of Management and Business Education , 8(1), 1- 17. [https://doi.org/10.35564/jmbe.2025.0001](https://doi.org/10.35564/jmbe.2025.0001)  \n*Corresponding author: [elizabeth.ore@lasu.edu.ng](elizabeth.ore@lasu.edu.ng)[ ](elizabeth.ore@lasu.edu.ng)[Language: English](Language: English)  \nReceived: 24 Sep 2024 / Accepted: 6 Feb 2025  \nFunding. The authors received no financial support for the research, authorship, and/or publication of this article.  \nEthical Statement. The researchers ensured that informed consent from participants was obtained before their participation in this study. The participants were informed about the procedures and purpose of the study before the treatment, and they all consented. Also, all participants’responses were treated confidentially; their personal information was treated with almost care and no unauthorised individuals or entities have access to any of the participant data.  \nDeclaration of conflicting interests. The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.  \nCRediT author statement. All authors have contributed equally to all parts of the work.  \nABSTRACT  \nThis study examined the effect of the problem-solving teaching method on business education students’ academic achievement in financial accounting in public universities in Southwest Nigeria. Quasi-experimental research design was adopted with business education students. A multi-stage sampling procedure was used to select the sample size of 340 intact-class business education students from two sample universities. The instruments for the study were a self-developed achievement test tagged “Financial Accounting Achievement Test” (FAAT) . A dependent sample  \ntest (paired sample t) was used to test the hypotheses. The finding in showed that the mean score of students who were taught using the problem-solving teaching method is significantly different than the mean score of students taught using the lecture method. Additionally, we revealed that the pre-test mean score is significantly different than the post-test mean score of students taught using problem-solving and lecture method.Therefore, the problem-solving teaching method enhances understanding and retention of complex financial accounting concepts.  \nKeywords. Nigeria, Business Education, Financial Accounting, Learner-centred, Problem-solving, Teaching Methods  \nRESUMEN  \nEste estudio examinó el efecto del método de enseñanza basado en la resolución de problemas en el rendimiento académico de los estudiantes de educación empresarial en contabilidad financiera en universidades públicas del suroeste de Nigeria. Se adoptó un diseño de investigacióncuasi-experimental con estudiantes de educación empresarial. Se utilizó un procedimiento demue","cbCaiazyJuS6Mze0","https://ap.wps.com/l/cbCaiazyJuS6Mze0","pdf",461488,17,"English","# Abstract\n## Keywords\n# Introduction\n## (continues)","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"The study investigates the effect of the problem-solving teaching method on business education students’ academic achievement in financial accounting in public universities in Southwest Nigeria.\"},{\"question\":\"How was the sample selected and how many students were included?\",\"answer\":\"A quasi-experimental design used multi-stage sampling to select 340 intact-class business education students from two sample universities.\"},{\"question\":\"What instruments and statistical tests were used to test the hypotheses?\",\"answer\":\"Achievement was measured using a self-developed Financial Accounting Achievement Test (FAAT). Dependent sample paired t-tests (paired sample t) were used to test the hypotheses.\"}]","Problem-solving teaching method and business education students' achievement in financial accounting in public universities | PDF",1791162666,43]