AN
INVESTIGATION INTO DIFFERENT METHODS OF TEACHING FINANCIAL ACCOUNTING IN SOME
SELCTED SECONDARY SCHOOLS IN IJEBU-ODE, OGUN STATE
BY
IKUOMOLA MARY AYODELE
MATRIC NO: EKSU/EPE/12/0072
A
RESEARCH PROJECT SUBMITTED TO THE FACULTY OF EDUCATION, DEPARTMENT OF
ACCOUNTING EDUCATION,
EKITI STATE UNIVERSITY,
ADO-EKITI
IN
PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF SCIENCE
(EDUCATION) B.SC. (ED) IN ACCOUNTING EDUCATION.
DECEMBER,
2017
CERTIFICATION
This is to certify that this study was
carried out by IKUOMOLA Mary, Ayodele, Matric No. EKSU/EPE/12/0072 of the
department of Accounting Education, Faculty of Education, Ekiti State University,
Ado-Ekiti, Ekiti State.
________________ _______________
MR.
OLUGBEMI P.W DATE
Supervisor
________________ _______________
MR.
ADEBOSIN W.G DATE
Head of
department
________________ _______________
DR.
VIATONU A.O DATE
Directorate
of Degree Programme
__________________ ______________
EXTERNAL
EXAMINER DATE ii
DEDICATION
This
research work is dedicated to glorify God for His merciful kindness, who has
made it possible for me to complete my B.sc(Ed) programme and to my beloved
parents, Mr. and Mrs. Ikuomola for their commitment, sacrifice and
encouragement towards my education at the early stage of my life. May God spare
their lives so as to see the goodness of their children.
iii
ACKNOWLEDGEMENTS
The
greatest of my appreciation goes to Almighty God, the beginning and the end of
everything, who has granted me the grace of completing my B.sc(Ed) programme.
I wish
to express my profound gratitude to my able and dutiful supervisor in person of
Mr. Olugbemi P.W. for his guidance and assistance during this research project.
My
profound gratitude goes to my H.O.D in person of Mr. Adebosin W.G and other
departmental lecturers such as Mr. Ayanwole A.A, Mr. Adeyemi A.P, Mr. Oyewole,
Mr. Oluwo, Mr. Ogunyemi. May God Almighty reward your dedication to the
teaching profession.
I also
acknowledge my parents Mr. and Mrs. Ikuomola for their support and
iv
parental care. I wish to express my gratitude
to my lovely husband, Mr. Olajide Araba for his support, care and immense
contribution in all ramifications to my educational pursuit.
My
gratitude goes to Mr. and Mrs. Gbadebo, Mrs. Araba and Mrs. Yemi Ikuomola.
I must
also express my gratitude to all my friends for their support.
My
profound gratitude goes to Omotoprecious Ventures for the typesetting of this
research
work.
Lastly,
my appreciation goes to the entire family of Ikuomola for their love,
understanding, upbringing and uplifting to ensure that my life was but on solid
foundation.
v
ABSTRACT
This study investigated into
the different methods of teaching Financial Accounting
in some
selected Secondary Schools. The study reflected the effectiveness of teaching
methodology of the concerned subjects. Besides, the effectiveness of teaching
and learning situations in relation to other factors affecting students’
performance in Financial Accounting. A descriptive research design type
was used for the purpose of this study. The population of the study covered all public and private
secondary schools in Ijebu-Ode Local Government Area of Ogun State out of which
15 private secondary schools and 15 public secondary schools were
sampled. The instrument used to collect primary data was a four (4) point
likert scale questionnaire titled investigation into the different methods of teaching Financial
Accounting in some selected Secondary Schools in Ijebu-ode Local Government Area
of Lagos State which contained two sections (A & B). Section A of the
questionnaire was for information on personal data of the respondents while the
section B of the questionnaire contained statement of questionnaire related to
the problems investigated. A total of sixty (60) questionnaires were
distributed to respondents and were analyzed using simple percentage and
Chi-square analysis to conform or reject the hypotheses formulated. The results of the findings
showed that appropriate teaching method have positive
effects on the academic performance of the students that they (methods) highly
motivate the students to learn and recommended that teachers should ensure
before teaching that a place where learning is to take place are conducive
enough so as to have effective teaching and learning and they should vary their
methods of instruction for effective teaching and learning.
vi
TABLE
OF CONTENTS
Title Page
Certification
Dedication
Acknowledgement
Abstract
Table of Contents
CHAPTER ONE
INTRODUCTION
1.1 Background
Of The Study 1
1.2 Statement
Of The Problem 5
1.3 Purpose
Of The Study 6
vii
1.4 Research
Questions 6
1.5 Research
Hypotheses 6
1.6 Significance
of the Study 7
1.7 Scope of
the Study 7
1.8 Limitation
of the Study 8
1.9 Definition
Of Terms 8
CHAPTER TWO: LITERATURE REVIEW
2.1 Classification of Teaching Methods 11
2.2 Types of Teaching Method/Procedure 12
2.3 Factors for Consideration in the Selection of
Teaching Method 20
2.4 Teacher Abilities, Interest and Mastery of Subject
Matter 21
2.5 Time and Place Content 21
2.6
Students/Pupils
Relationship with Subject Matter 22
viii
2.7 Subject Matter 22
2.8 Students’ Abilities Interest and Characteristics 22
2.9
Class
Population 23
2.10 Instructional
Objective 23
2.11 Interest
and Experience Of Students/Pupils 24
2.12 Instructional
Materials 24
2.13
Conclusion 25
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design 26
3.2 Population Of The Study 27
3.3 Sample And Sampling
Techniques 27
ix
3 4. Research Instrument 29
3.5 Administration of the
Instrument 30
3.6 Validity and Reliability
of the Instrument 30
3.7 Method of Data Analysis 30
CHAPTER FOUR: RESULTS AND
DISCUSSION
4.1 Demographics of
Respondents and results 31
4.2 Test of Hypotheses 43
4.3 Discussion of Results 48
CHAPTER FIVE: SUMMARY,
CONCLUSION, AND RECOMMENDATIONS
5.1 Summary of Findings 49
5.2 Conclusion 50
x
5.3 Recommendations 51
REFERENCE 52
APPENDIX 56
xi
CHAPTER ONE
INTRODUCTION
1.1
Background of the study
Research on teaching methods has
for long been of interest to educationists. However, some studies were carried out on certain aspects of
the programme but have not investigated the academic performance of students at secondary school
level of education in the use of some specific teaching methods. Research
evidence shows that the challenges confronting the nursery and primary school
teachers are basically on the methods of imparting the knowledge. It was argued
by Adufe (2008) that teaching is based on methods which at the long run bring
about effective teaching. Teaching, according to Oladipo and Ayeni (2000), involves bringing and facilitating desirable changes in
learners. However, effective teaching requires the teacher to step out of the
realm of personal experience and step into the world of the learners. (Brown,
1997). It is the learner who must be engage for learning to occur, the learner
is the one who must take the commitment to learn. Instruction is the
transmission to the learner and the acquisition by him on specific skills,
information, knowledge or other established data. The mode of instruction or
teaching applied in achieving these objectives is referred to as method.
Methodology therefore, refers to the processes and techniques a teacher of
either nursery or primary education uses to transmit facts, skills, information
and knowledge to the learners so as to facilitate the accomplishment of the set
objectives. Research evidence shows that the major problem in the nursery and
primary schools is the method of imparting knowledge. To this Adepoju (2006)
citing Kernest and Levin (1973) revealed the difficulties children of some ages
(usually nursery and primary level) encountered when they are instructed using
verbal approach. This is also confirmed as the study carried out in Nigeria by
Busari (1991) revealed that the method presently employed in teaching, in most
of our secondary
schools is inadequate or not effective. It is of a necessity that a skillful teacher
needs to be conversant with various teaching strategies which may be applied to
subjects at different class situations. Adufe (2008) affirms that many methods
of teaching exist in education and these methods are meant to make teacher
succeed in their bid to disseminate knowledge. However, the success in the use
of any method differs as a result of an intelligent analysis of the objectives,
the pupils in class, the curriculum content or the type of subject matter.
Also, the impact of any teaching method is not only limited to the conditions
surrounding the teaching but also the advantages and the disadvantages of a
particular method in a particular situation should not be left out. A major factor
that determines the teaching method is the rightness of the teaching method for the
Learners: Some teachers consider the selection of method as an area where they
have exclusive monopoly. This conception is wrong as their selection of method
would affect their learners. Learners’ interest, age, level and weaknesses
should guide the selection of the relevance method. For instance, it would be
wrong of a teacher to impose the use of discussion method on any category of
learners that have speech deficiency. Another factor to be considered is that the method must
also be right
to the teacher: Every Teacher is a unique personality with distinct behaviour.
Some teachers may function well in certain condition and situations while
others may flop significantly under similar condition. For instance, some
teachers are intrinsically motivated while some are extrinsically motivated. No
matter how good a strategy of teaching is, if the method is not in line with
the topic, little or no success will be achieved. The decision of a teacher to use a particular text or a
reference material hinges on the availability of the text. Adesanya (2006) also
submitted some basic criteria which must be considered before the selection of
any teaching methods. Time allocated for the subject on the timetable should be
a guide in the selection of teaching methods. She further explains that a
teacher who has a limited time may want to favour lecture method because of it
attributes. However, lecture method is not applicable in teaching the
foundational classes. Also, Ckenzie, et
al (1980) in Adesanya (2006) argues that the objectives of the teacher
should also be considered before the selection of any method. This implies that
what the teacher intends to achieve at the end of the lesson should be in line
with the selected method. As a result of these factors, it is advisable that a
skillful teacher in nursery and primary level of education should consider
these factors when he/she needed to achieve his/her stated objectives. It is
however, sustained that various methods of teaching exist but there is a
distinctive difference between them. There are methods used in higher education
which virtually cannot be use in the lower level of education which nursery and
primary education exist. Nursery and primary education therefore, gives room
for any method which will help in facilitating the teaching and learning of a
teacher and also make the stated objectives achievable. As a result of this,
the study on the comparative study of some teaching methods and its effects on
the academic performance of pupils in nursery and primary schools worth
pursuing. It is hoped that the results of this study will provide evidence as
to the nature of two basic teaching method virtually used in nursery and
primary education (play way method and story telling method) and their
distinctive approach towards the achievement of pupils in both nursery and
primary school level.
1.2 Statement of the Problem
Learner’s
performance gradually declines as a result of poor pedagogy or poor methodology
by teachers. The learner/student enjoys learning in the classroom when a good
method of teaching is used. Therefore, this work intends to find out which of
the method is suitable for good performance of students in accounting in the
school selected in Ijebu Ode Local Government Area of Ogun State
1.3 Purpose of the Study
This
study intended to achieve this objective. To identify some teaching methods
that are used in Financial Accounting study. These are demonstration method,
assignment method and discussion method.
1.4 Research Questions
1.
Does
teaching appropriate method applied in course of teaching affect students’
academic performance?
2.
Do
teachers use varieties of teaching methods in Financial Accounting?
3.
What
common teaching methods are in use with teaching aids?
1.5 Research Hypotheses
Ho1:
There is no
significant relationship between the effectiveness of teachers methodology and students academic
performance
Ha1:
There is
significant relationship between the effectiveness of teachers
methodology and students academic performance
Ho2:
There is no
significant relationship between the use of instructional materials and teachers’ method of teaching
Ha2:
There is
significant relationship between the use of instructional materials and teachers’ method of teaching
1.6 Significance of the Study
The
significance of the study is that it will make the researcher and others to be
fully aware of different methods of teaching. Their advantages and
disadvantages of teaching would also be known to the researcher as well as the
best ones to be used in accounting so as to achieve the designed educational
objectives. It will also help the learners to learn faster and participate
emotionally, mentally and physical in the teaching and learning process.
1.7 Scope of the Study
The scope of this study is Ijebu Ode area
of Ogun state so as to ensure effective teaching and learning process.
1.8 Limitation of the Study
This study is expected to highlight
the effects of teacher’s methodology on students academic performance in
accounting study in Ijebu Ode area of Ogun
state.
1.9 Definition of Terms
Teacher: A teacher is a knowledgeable person who impacts knowledge, information,
skills, attitudes, belief etc to an
immature or less experienced person with
the intention that the latter (the less experienced person) will learn
or believe what he is taught on a rational basis (Akinpelu, 2000). This is
because the success or failure of any educational system depends to a large extent on the quantity of the
teachers (Asoga-Allen, 1999)
Methodology: This is an orderly arrangement of a set of procedure
or ideas which are conceptually
and practically linked. The manner of strategy employed by teacher in an attempt to impact
knowledge to the learner is referred to as methodology.
Student: A student as a
person who is studying at a
university or college.
Teaching: Teaching as the guidance of students through planning
activities so that they may acquire the richest learning
possible form their experiences.
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