Implementation of Outcome-Based Education in the Accounting Program for Undergraduate Engineering Students

Abstract

This study examined the implementation of the Outcome-Based Education (OBE) model in accounting courses for undergraduate engineering students. Data were collected through questionnaires and student feedback. Initially, societal needs and the specific demands of engineering students regarding accounting education were analyzed. Based on these insights, training objectives and learning outcomes were designed. Course content was then developed to align with these objectives, and teaching methods were outlined across pre-class, in-class, and post-class phases. Evaluations revealed significant improvements in student performance and engagement, with average scores rising from 78.2 to 90.93. Most disciplines showed substantial improvements following the implementation of OBE. Feedback from students and peers highlighted areas for continuous improvement in classroom interaction, including optimizing interaction frequency, methods, technologies, and scenario design. This study confirms the effectiveness of OBE in interdisciplinary teaching and the positive impact of interactive teaching strategies on student learning outcomes. By prioritizing student needs and real-world applications, OBE significantly enhances engagement and academic performance. The findings offer valuable insights for course designers and policymakers, emphasizing the importance of diverse teaching methods and the support of interdisciplinary courses to meet educational and societal demands.