Accounting Education Project Topics

The Strategies and Teaching Methods to Enhance Academic Performance of Financial Accounting Students in Selected Senior Secondary School in Ekiti

The Strategies and Teaching Methods to Enhance Academic Performance of Financial Accounting Students in Selected Senior Secondary School in Ekiti

The Strategies and Teaching Methods to Enhance Academic Performance of Financial Accounting Students in Selected Senior Secondary School in Ekiti

Chapter One

1.4   Objectives of the Study

1.4.1   General Objective

The general objective of the study is to examine the effect of teaching methods to enhance academic performance of financial accounting students in Nigerian education in public secondary school in Ado Ekiti LGA-Ekiti, Nigeria.

1.4.2    Specific Objectives

The specific objectives guided this study were as follows;

  • To identify teaching methods used in Financial Accounting in public Secondary schools in Ado Ekiti LGA- Ekiti.                        
  • To assess students’ perception of the appropriateness of teaching methods used in teaching Financial Accounting in public secondary schools in Ado Ekiti –LGA, Ekiti.
  • To determine the extent to which teaching methods impact on students’ performance in public secondary schools in Ado Ekiti LGA, Ekiti.




2.1 Teaching Methods

2.1.1    Definition of Teaching Method

Teaching methods has been defined as in different ways depending on the philosophical situation taken by the researcher as discussed hereunder, Kimweri (2004) teaching method refers to variety ways in which a learning task is managed to facilitate the learning process. This means the way of organizing the participants and the type of methods to be used will be determined by different factors i.e. number of students, age and the topic to be taught.

The study taking the definition which is teaching methods is the means or strategies employed by the teachers in attempt to impart knowledge to the learners (Asikhia 2010).  It also defined as the strategy or plan that that outline the approach that teachers intend to take in order to achieve the desirable objectives (Osokoye, 1996) in ibid this involves the way teachers organize and use technique of subject matter, teaching tools and teaching material to meet teaching objectives.




3.1 Research Design

Research design is a mapping strategy or the choice of the researcher about components of his/ her project (Singh, 2006).  It has also defined by Gimbi in Mbogo et al. (2012) as a plan for collecting and utilizing information by interviewing or administering a questionnaire to a sample of individuals, (Orodho, 2003) in Kombo and Tromp (2006). This study composed descriptive survey design which helped to obtain more information about the study. The design is also purposefully selected due to condition for collection and analysis data that is relevant to the targeted population, data sources and instruments like questionnaire. The design can be used when collecting information about people’s attitudes, opinions, habits or any of the variety of the education or social issue, (Orodho and Kombo, 2002) in (Kombo and Tromp. 2006). 




4.1 Background Information of the Respondents

4.1.1    Categories of Respondents 

There were three categories of respondents in this study First, teachers to whom 78 questionnaires were distributed and only 70 were returned and usable. This represents 89.7% response rate. Next, were students to whom 129 questionnaires were distributed and 124 were returned and usable. This represents 96.1% response rate. Third, were inspectors to whom 9 were expected to be interviewed only 6 were interviewed and usable? This represents 66.7% interviewee rate. In general the above response rates are above the industry standard of 40 – 60% (Mugenda and Mugenda, 2003).




5.1       Introduction

This chapter presents conclusion recommendations and suggestion for further research based on collected and analyzed information in chapter four.

5.2       Conclusion

This study had three objectives as elaborated under here:

5.2.1    Research Objective One: To Identify Teaching Methods Used in Financial Accounting in Public Secondary Schools in Ado Ekiti LGA- Ekiti

The study revealed that teaching methods identified by respondents (teachers) as the most used in teaching Financial Accounting are question and answers, group discussion, presentation, brainstorming, demonstration, seminars and lecture.  These methods make students understand and grasp science concepts better. Learner-centered methods are thus emphasized because they provide opportunity to ask for clarification compared to teacher- centered methods such as lecture and use of seminars which place the students at the receiving end.

5.2.2    Research Objective Two: To Assess Students’ Perception of the Appropriateness of Teaching Methods Used in Teaching Financial Accounting in public Secondary Schools in Ado Ekiti –LGA, Ekiti

The study revealed that a great number of students do not really understand and grasp the subject matter most of the time during instruction when new concepts are introduced. Question and answers, demonstration and group discussion were selected by students as most effective method of understanding new concepts in Financial Accounting. However it was revealed that the suitable methods of teaching are cultural dependent but Financial Accounting teachers should use at least two teaching methods and demonstration method should be one because in Financial Accounting’s student learns more and remember better when they physically see an activity being performed by their instructor.

5.2.3    Research Objective Three: To Determine the Extent to which Teaching Methods Impact on Students’ Performance in public secondary schools in Ado Ekiti LGA, Ekiti      

The study revealed that question and answers, group discussion, or combination of these strategies were selected by students as superior methods that prepare them for assessment either in their tests or final examination. The same teaching methods were preferred by students when teachers are introducing new concepts. Thus at least more than one teaching method should be used to make teaching effective.

The study also revealed that there is greater impact on teaching methods and student performance as it demonstrated that teaching methods such as group discussion, question and answer and combination of strategies are excellence ways of teaching which in turn have positive impact on students’ performance. Students often have little expertise in knowing if the method selected by an individual instructor was the best teaching method or just “a method” or simply the method with which the teacher was most comfortable.

This study has demonstrated that types of teaching methods used by teachers have impacts on students’ performance. This agrees with the previous studies of Haas, (2002), Gulobia, Wokadala and Bategeka (2010) and Sajjad, (2011).

Generally, the study revealed that teaching methods which were most effective are demonstration the next is brainstorming followed by question and answers, other methods are group discussion, presentation, lecture and the use of seminar being the least effective. Teacher’s choice of teaching strategy or model to enable effective teaching and learning is affected by context in that, for example, it would be difficult to do ‘role play’ or whole class ‘questioning’ in a noisy workshop within confined space. In brief the type of teaching methods has an impact on students’ performance. Question and answers method has the greatest impact in teaching of Financial Accounting compared to other teaching methods and this agrees with previous with the study by J-Ping and Collis (1995) in (Faraday, Overton and Cooper, 2011) and contribution to the body of knowledge.

5.3       Recommendations

The results of this study revealed several areas of concern the following are recommendations to address each of that concern. First, the findings of the study also revealed that the choice of what teaching method to be used by the instructor depend on flexibility of the teacher. This may led the students fail to grasp the subject matter. The heads of schools should showed on regular basis, find out from students on which methods is helping them to understand and their request the relevant teachers to apply the methods leads to better students’ understanding. That way high students’ performance will be insured.

+Second, the study revealed that teachers seem not be aware of value and impact of different teaching methods on students’ performance. This has lead to inappropriate application of ineffective and often outdated teaching methods (such as teacher-centered approach). The heads of schools in confliction with Ministry of Education and Vocational training should regular conduct training/ workshops on teaching methods in both science and art subjects. This will help teachers to appreciate and learn the best teaching practices particularly new teaching methods. It will also help to improve students’ performance and go along a way to meeting new government agenda of Big Results Now (BRN).



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