Active learning pedagogies, student engagement, and perceived learning outcomes in undergraduate corporate finance education

Abstract

The increasing complexity of the business environment requires accounting graduates to develop not only technical expertise but also strategic judgement, digital competence, collaboration, and problem-solving capabilities. Responding to this educational challenge, this study investigates the effects of traditional lectures, experiential learning, collaborative learning, and educational technology integration on student engagement and perceived learning outcomes in undergraduate corporate finance education. A quantitative cross-sectional survey was conducted among final-semester accounting undergraduates enrolled in a corporate finance course at Universiti Teknologi MARA (UiTM), Perak Branch, Malaysia. After removing duplicate responses, data from 332 students were analysed using partial least squares structural equation modelling (PLS-SEM). The measurement model demonstrated satisfactory reliability and validity, while the structural model explained 65.5% of the variance in student engagement and 82.3% of the variance in perceived learning outcomes. Experiential learning emerged as the strongest predictor of student engagement, followed by traditional lectures, collaborative learning, and educational technology integration. Student engagement significantly enhanced perceived learning outcomes and mediated the relationships between experiential learning, collaborative learning, educational technology integration, and perceived learning outcomes. In contrast, the direct effect of collaborative learning on perceived learning outcomes was not significant, indicating that its educational value operates primarily through increased student engagement. These findings extend constructivist and experiential learning perspectives by demonstrating that student engagement functions as the key mechanism through which complementary pedagogical approaches enhance learning outcomes in corporate finance education. The study provides practical guidance for accounting educators and curriculum designers seeking to develop learner-centred, technology-enhanced learning environments that better prepare graduates for contemporary professional practice.