The Effect of Instructional Approach on the Financial Accounting Achievement among Students
DOI:
https://doi.org/10.52962/ipjaf.2019.3.2.70Keywords:
mixed-method, instructional approach, students’ achievement, financial accountingAbstract
The study focused on the effect of an instructional approach on the financial accounting achievement of secondary school students in Gombe State, Nigeria. The present study used explanatory sequential mixed-method design; 120 students participated in the study. The students were selected at random from six secondary schools. They were equally and randomly divided into two groups, namely: cooperative and conventional approach. The interview was conducted with four students of the experimental group. Achievement Tests is used as data collection instrument. The study observed that at the stage of the pre-test, the achievement of cooperative and control group students did not differ significantly. This suggested that at the initial stage, the students were equal in their achievements. Nonetheless, at the stage of the post-test, it was proved that the financial accounting achievement of students who were taught using a cooperative approach was significantly better than that of their counterparts who were taught using and conventional approach. This suggested that a cooperative approach is the most effective approach for improving the financial accounting achievement of secondary school students. Consequently, the study recommended that curriculum planners, teachers in secondary schools should be encouraged to adopt a cooperative approach in teaching financial accounting to improve the achievement of students in the subject.
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