The use of active methodologies by teachers in the perception of Accounting students

The objective of this article is to analyze the perception of Accounting students on the use of active methodologies by the teachers. This research has a quantitative approach, as the objectives is descriptive and regarding the procedures, a survey. The data collection instrument used is a questionnaire, which was validated and used by Wollinger (2017). The population of this study was composed of 138 students enrolled in 2018/2 between the first and eighth periods of the Accounting of a community university in Santa Catarina, obtaining a sample of 104 respondents, representing 75.36% of the population. The data were tabulated using Microsoft Excel® software and for the analysis of the results, the descriptive and univariate statistical techniques were used, according to the measures of relative frequency, mean, standard deviation and correlation, calculated using IBM software SPSS Statistics 22®. As main results, it was observed that the active methodologies most used by teachers, in the perception of students, are peer and team learning, problem solving and forum. The least used were workshop (laboratory or Worshop), company games and project method. Concerning the active methodologies that contribute the most in learning, in the perception of the students, were peer and team learning, problem solving and teaching case. Finally, the forum, project method and seminar methodologies are the active methodologies that contribute the least to learning, in the perception of the Accounting students.