Crafting a TOPSIS-Based Formative Assessment Solution for Financial Management Course Among Non-Accounting Undergraduates

Abstract

This research investigates the impact of various pedagogical strategies on the learning performance of non-accounting major students, with a focus on the flipped classroom model. The study reveals that interactive teaching between educators and students emerges as the optimal solution, emphasizing the need for dynamic and participatory teaching methods to encourage active engagement. Additionally, the research suggests the importance of enhancing student group presentations to foster collaborative learning experiences. Furthermore, the study challenges traditional assessment methods, specifically highlighting term reports as the least effective option for stimulating students' interest in learning. The findings advocate for educators to reconsider assessment approaches, exploring alternatives aligned with students' preferences and engagement levels. While the new teaching formative assessment solution is well-received, addressing lower confidence in future career prospects signals the need for integrating practical elements into the curriculum and providing career counselling to boost students' confidence in their professional endeavours.