EFFECTS OF TEACHING METHOD AND GENDER ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN FINANCIAL ACCOUNTING IN OYO STATE

Prof. C. C. Okolocha & Adeleye, Olatunji John

Abstract

The study investigated the effects of teaching method and gender on academic achievement of secondary school students in financial accounting in Oyo state. Two null hypotheses were tested. A quasi experimental research design was adopted.  The area of the study was Oyo State.  The population comprised 65,112 SSII students in the 324 public secondary schools offering Financial Accounting of which two secondary schools were purposively sampled.  Two intact classes of 54 (33 males and 21 females), and 48 (25 male and 23 female) students were assigned to both experimental and control groups respectively. A 50 item multiple choice test instrument called “Financial Accounting Achievement Test (FAAT)” validated by three experts were used for data collection. Kuder-Richarson formula 21 was used to determine the reliability Coefficient of FAAT which yielded 0.75.  The data obtained were analyzed using mean and standard deviation for the research questions while Analysis of Co-variance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings revealed that the collaborative teaching method was more effective in enhancing students’ academic achievement in Financial Accounting than the conventional teaching method. There was also a significant difference between the mean academic achievement scores of male and female students. It was therefore recommended among others that Federal, State and Local government should assist in the provision of necessary materials for effective teaching of Financial Accounting.