Author: Marivic V. Manalo
Volume 22 Page 82-94


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.