Comparative Effects of Cooperative And Guided Discovery Methods On Secondary School Students’ Performance In Accounting In Plateau State, Nigeria.
ABSTRACT
This study investigated the relative effectiveness of two instructional methods, namely,Cooperative, and Guided Discovery methods on students’ performance in Accounting in seniorsecondary schools in Plateau State.
Five research questions were raised to guide the study, fivehypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental designwas used for the study.
The population for the study comprised of all the SSII students offeringAccounting in Government Senior Secondary Schools with a population of 1,540 in plateau stateof Nigeria.
Two schools that offered Accounting were selected as sample for the study. Theinstrument used for data collection was the Accounting Achievement Test.
Students in theexperimental groups were taught using the two methods separately. The experiment lasted forfour weeks after which a post-test was administered.
Data were analyzed using the mean,standard deviation, and t-test. The result of the study indicated that students taught using guideddiscovery method show significant achievement than students in cooperative and control group.
However, the performance score of students in control group and those in cooperative groupdoes not significantly differ.
It can be concluded that while cooperative method enhancestudents’ performance, guided discovery method of teaching enhances performance significantly(irrespective of the gender or location) than any of the method used in the study.
TABLE OF CONTENTS
COVER PAGE
TITLE PAGE – – – – – – – – ii
DECLARATION – – – – – – – – – – – – iii
CERTIFICATION – – – – – – – – – iv
DEDICATION – – – – – – – v
ACKNOWLEDGEMENT – – – – – – vi
TABLE OF CONTENTS – – – – – – viii
LIST OF TABLES – – – – – – – xi
LIST OF ABBREVIATIONS – – – – – – xiii
LIST OF APPENDICES – – – – – – xiv
OPERATIONAL DEFINITION OF TERMS – – – – – xv
ABSTRACT – – – – – – – – xvi
CHAPTER ONE: INTRODUCTION.
1.1 Background to the Study – – – – – – 1
1.2 Statement of the Problem – – – – – – 4
1.3 Objectives of the Study – – – – – – 6
1.4 Research Questions – – – – – – 6
1.5 Research Hypotheses – – – – – – 7
1.6 Significance of the Study – – – – – – 7
1.7 Basic Assumptions of the Study – – – – – 8
1.8 Delimitation of the Study – – – – – – 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework – – – – – – 10
2.2 The Concept of Teaching and Learning Business Subjects – – 15
2.3 General Guides for Teachers of Accounting – – – – 19
2.4 Methods of Teaching Accounting in Secondary School – – 21
2.5 Cooperative Method – – – – – – 22
2.6 Demonstration Method – – – – – – 25
2.7 Guided Discovery Method – – – – – – 28
2.8 Gender and Environment as Factors of Achievement in Schools – 30
2.9 Empirical Studies – – – – – – – 32
2.10 Summary of Literature Reviewed – – – – – 38
CHAPTER THREE: RESEARCH METHODOLOGY.
3.1 Research Design – – – – – – 39
3.2 Population of the Study – – – – – – 40
3.3 Sample Size and Sampling Procedure – – – – 42
3.4 Instrument for Data Collection – – – – – 43
3.4.1 Validation of the Instruments – – – – – 44
3.4.2 Pilot Study – – – – – 45
3.4.3 Reliability of the Instruments – – – – – 45
3.4.5 Procedure for Data Collection– – – – 46
3.6 Procedure for Data Analysis – – – – – 46
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
4.1 Demographic Characteristics of Respondents — – 48
4.2 Answers to Research Questions – – – 50
4.3 Test of Hypotheses – – – – 54
4.4 Summary of Major Findings – – — 58
4.5 Discussion of Major Findings – – – – 58
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary – – – 61
5.2 Conclusion – – – 63
5.3 Recommendations – – – – 63
5.4 Limitation of the Study – – – 64
5.5 Suggestion for further Studies – – – 65
RERERENCES – – – 66
APPENDICES – – – – 71
INTRODUCTION
Background to the Study
The process by which people obtain knowledge, skills, values and attitudes is called education. The most common way to acquire a sound education is to attend school.
The report and recommendation of the curriculum conference of 1969 formed the basisfor the National policy on education for Nigeria, which is the country’s educationalpolicy document.
In this document, Federal Government placed emphasis on Vocationaland Technical Education in order that the graduates may be equipped with skills,knowledge and attitudes for gaining employment or for becoming self employed(National policy, 2004).
Part of the efforts towards achieving these objectives was thatthe range of courses in Vocational and Technical institutions would be widened toinclude Accounting, Office Education and Distributive Education (National policy,2004).
REFERENCES
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Adedayo,O.A.(2006). Understanding statistics. Akoka Lagos: JAS Publishers.Adigun, A. O; (2003). Introduction to Vocational and Technology Education. Jos: FabAminichi (Nig) Limited, Jos.
Ajayi, O. & Razaq, B.s (2000). Research methods and statistical analysis. Ilorin: hanteePress Company Limited.
Akintelure, S. L. (1998). Comprehensive Book Keeping and Accounts for seniorSecondary school: sure-bet for waec. Lagos Johnson Publishing Ltd.Amaefule,
A.A; (1998) Effect of teaching methods on students Achievement in Chemistry.Unpublished M.Ed Thesis, Abubakar Tafawa Balewa University Bauchi.
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