Identify and Ranking Active Learning Methods in Accounting Education Using the Fuzzy Analysis Hierarchy Process

The main purpose of this study is to identify the active learning methods in accounting education and ranking them using the Fuzzy Analysis Hierarchy Process (AHP).

Active learning methods in accounting education were identified using a library review and were classified into eleven methods and were ranked by the subjects according to the Fuzzy AHP. Then, a comparative comparison was made between the existing rankings before and after using this process to determine possible differences. The statistical population of the study includes professors of accounting and the data collection method is through a questionnaire.

The results showed that according to the Fuzzy analysis hierarchy process ranking, problem solving methods by students separately in the classroom, modified lectures, oral questions from students, class quizzes and problem solving in small groups in the classroom have the highest rank. In addition, there is a significant difference between the ranking of active learning methods in accounting education before using the Fuzzy AHP and after.

Based on the results of the research, it can be said that the use of active learning methods leads to the effectiveness of education in the field of accounting.

Contribution:

 It is expected that the methods identified in this study will lead to the improvement of effective education in the field of accounting and reduce the gap between the needs of society and the skills of accountants. These results can help the planning committee of the accounting field, the professors of this field and the educational committees of the universities in order to improve the quality of education, especially in the field of accounting.