REVOLUTIONIZING ACCOUNTING EDUCATION: THE EFFECTIVENESS OF 'ACCOUNTING CYCLE SIMULATION' IN ENHANCING STUDENTS' UNDERSTANDING OF THE ACCOUNTING CYCLE

Abstract

This study aims to evaluate the effectiveness of "Accounting Cycle Simulation" in enhancing accounting students' understanding and skills. A quasi-experimental method was employed, involving two groups of first-year accounting students from an Open University. The experimental group used the "Accounting Cycle Simulation" for one semester, while the control group followed conventional teaching methods. Pre-tests and post-tests were conducted to measure students' knowledge and skills before and after the intervention, along with satisfaction questionnaires to gauge students' perceptions of the teaching methods used. The results showed that the average post-test scores of the experimental group increased significantly compared to the control group (t = 8.12, p < 0.01), indicating that this simulation effectively improves students' learning outcomes. The practical implications of this study suggest that the use of game-based learning, particularly the "Accounting Cycle Simulation," can be an effective strategy for enhancing the quality of accounting education in higher education. These findings support the integration of educational technology to create more interactive and engaging learning experiences, which in turn can better prepare students to face professional challenges in the field of accounting.