TRADITIONAL METHODOLOGY VERSUS PROBLEM-BASED LEARNING: ANALYSIS FROM THE PERSPECTIVE OF ACCOUNTING COURSE STUDENTS ABOUT TEACHING SKILLS

This research aimed to investigate the level of satisfaction and expectations of students of subjects studied with traditional methodology versus learning based on problems of the Accounting Course in relation to teaching skills. A self-completed questionnaire wasused, with students enrolled from the second period. The sample consists of 175 students enrolled in the Accounting Sciences course of the Federal Rural University of the Semi-Arid (UFERSA). For the analysis of the results, we used the average test between the students who attended subjects with traditional methodology and those who attended disciplines with Problem-Based Learning (PBL) and also the t test. The results showed the expectation that the students who attended the subjects with PBL showed a higher level in relation to the teaching skills, regarding satisfaction they were more dissatisfied. With the means test, it was obtained for most of the competencies listed, a significant difference between the perception of students who attended subjects with PBL and those who did not. Thestudents who attended subjects with PBL were more dissatisfied with the teaching skills. Thus, the research contributes to a possible change in the teachers' conduct, considering that the students were more dissatisfied, expecting more from their teachers. As it contributes to the literature due to the incipience of studies that address this relationship.