A Systematic Literature Review on Critical Thinking in an Undergraduate Accounting Programme

Lilian Ifunanya Nwosu, Hester Vorster


The ability of accountancy students to apply critical thinking in solving problems related to modules offered in accountancy undergraduate programme, has remained a concern for many higher institutions. Accountancy students tend to struggle to apply critical thinking to their course work offered in the programme. To be able to apply critical thinking, accountancy students in undergraduate programmes should be able to apply a series of attributes that can enable them to understand questions asked in case study questions or multiple tasks. This study reviewed various ways in which students can apply critical thinking in an undergraduate accounting programme. A systematic literature review was conducted to examine the challenges undergraduate accounting students in South Africa face in applying critical thinking. This study found some of the barriers for applying critical thinking include redundancy, backwardness, application, extent to which preferences are associated to learning, and the ability to engage in real life accountancy practice. Literature reveals that accounting students can use the cube method which includes six steps: describe, compare, associate, analyse, apply, and argue to address the challenges of applying critical thinking. The study however, proposed some strategies that academics can use to ensure that accountancy students are able to apply critical thinking in solving accounting problems. Students are able to apply critical thinking in problem solving. Suggestions for future research were provided.

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DOI: https://doi.org/10.5430/ijfr.v12n4p225

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This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal is licensed under a Creative Commons Attribution 4.0 License.

International Journal of Financial Research
ISSN 1923-4023(Print)ISSN 1923-4031(Online)


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