HomeDLSU Business & Economics Reviewvol. 22 no. 2 (2013)

Teaching Strategies for Business Ethics Courses in the Undergraduate Accountancy Curriculum

Marivic V. Manalo



This research sought to determine what teaching strategies to employ when teaching business ethics courses to undergraduate accounting major students enrolled in the RVR College of Business at De La Salle University. The researcher conducted a survey of students taking Bachelor in Science of Accountancy from freshmen to senior year levels. The students were asked to rank from among eight choices of teaching strategies to determine what will prove to be their preferred strategies when they take up business ethics courses. Using Friedman test and Kendall’s W Test, the results of this study revealed that there is a slight difference in the students’ rank ordered preference for each of the eight teaching strategies with the sub-group learning through ethical discussion and collaborative learning as the most preferred teaching strategy and the technology-enhanced learning or E-learning strategy as the least preferred. This can give us an idea that even though the current generations of students are adept in using the computer and the Internet, they would still choose actual classroom experiences in learning business ethics courses.