Abstract
This study evaluated the effectiveness of Problem-Based Learning (PBL) in accounting education, involving 200 pre-service teachers from two Colleges of Education in Southeast Nigeria. The findings revealed that PBL has a significant impact on pre-service teachers' learning outcomes, particularly in terms of developing problem-solving skills (80%, n=160) and critical thinking abilities (70%, n=140). The study also found that PBL implementation in accounting education is faced with several challenges, including limited resources and infrastructure (60%, n=120), inadequate training and support for lecturers (50%, n=100), and difficulty in assessing student learning outcomes (45%, n=90). Despite these challenges, the benefits of PBL implementation, such as improved student engagement and motivation (90%, n=180), developed problemsolving and critical thinking skills (88%, n=175), and enhanced collaboration and teamwork (83%, n=165), outweigh the challenges. The study highlights the need for increased investment in resources and infrastructure, training and support for lecturers, and the development of effective assessment strategies to measure student learning outcomes. The study provides recommendations for improving the effectiveness of PBL implementation in accounting education, including investing in resources and infrastructure, providing training and support for lecturers, and encouraging collaboration and teamwork among students. The findings of this study have implications for improving the quality of accounting education in Colleges of Education.