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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

THE STRATEGIES AND TEACHING METHODS USED TO IMPROVE THE ACADEMIC PERFORMANCE OF FINANCIAL ACCOUNTING STUDENTS IN A SELECTED SENIOR SECONDARY SCHOOL

THE STGIES AND TEACHING S USED TO IMPROVE THE OF FINANCIAL ACCOUNTING STUDENTS IN A SENIOR SECONDARY SCHOOL

 

ABSTR

The primary focus in the education sector is how teaching methods influence ent performance. This y looked at techniques and teaching methods for improving academic performance of financial accounting ents in Nigerian public secondary schools (A-level), using Ado Ekiti LGA in Ekiti as a case y. Three specific goals led the research:

Identifying teaching methods used in Financial in public secondary school, assessing ents’ perceptions of the appropriateness of teaching methods used in Financial in public secondary school, and determining the level of relationship between teaching methods and ents’ performance in Ado Ekiti LGA, Ekiti.

The y used a descriptive research design using a qualitative and quantitative approach. An in-depth interview and questionnaire were used to survey 78 teachers, 129 pupils, and 9 inspectors. SPSS was used to analyze qualitative data descriptively, whereas theme analysis was employed to examine qualitative data.

According to the y findings, the most effective teaching methods were demonstration, followed by question and answer, and then storming.

Teachers should understand the importance and impact of different teaching methods, and regular training/workshops on teaching methods should be conducted. The y advised against using traditional tactics such as lectures. The report also proposed additional for further research, such as conducting the same y in other LGAs before generalization, and conducting comparable research in private schools to learn about teaching conditions.

 

CHAPTER ONE

INTRODUCTION

1.1 The Study’s Background

Teaching methods are the means via which the teacher seeks to transfer the desired learning or experience to ents (Ndirangu, 2007). The teacher’s selection of a particular method of teaching is determined by a number of factors, including the content to be taught, the objectives that the teacher hopes to achieve, the availability of teaching and learning resources, and the teacher’s ability and willingness to improvise if conventional teaching aids are not available, evaluation and follow-up activities, and individual learner differences (Ndirangu, 2007).

 

The methods employed in teaching differ from country to country, based on the knowledge or skills being taught, as well as the ent’s aptitude and enthusiasm. Various ies on teaching methods have been undertaken, for example, Asikhia (2010) discovered that teacher qualification and ents’ environmental circumstances do not influence ents’ bad academic performance, but teachers’ ways of teaching do.

Furthermore, the medium of instruction dictates the technique of instruction; for example, where English is used, the manner of instruction must be more interactive rather than passive (Pillar and Skilling, 2005).

It also argued that classroom teachers must learn more about effective ways for teaching English learners as soon as possible (Thompson, 2004). The most prevalent teaching approaches, particularly in developing countries, are teacher-centered (Guloba, Wokodola, and Bategeka, 2010), and are seen as somewhat ineffectual in the transmission of knowledge.

 

Other countries no longer employ these tactics. Problem-solving learning is becoming more popular in educational institutions as a technique to solve the shortcomings of traditional teaching methods, which do not inspire ents to participate in the learning process (Teo and Wong, 2000). However, there has recently been a push in the education industry to adopt a learner-centered paradigm shift (Ndirangu, 2007), while other schools of thought advocate participatory teaching approaches (Sajjad, 2011).

 

Despite the various teaching methods advocated in the literature, there is no universally acknowledged method. The debate remains as to which of these instructional methods contributes to the failure or success of ents’ performance, particularly in underdeveloped countries such as Nigeria, where the causes of low secondary school performance are not well known.

 

1.3 STATEMENT OF THE Problem

Students’ performance in Nigerian secondary schools has been low, with one reason identified being the type of learning-teaching methods used. In Nigerian education, particularly in community (ward) secondary schools, the majority of ents failed or did not perform well in summative examination results (Laddunuri ). According to Marikinyo (2003), the decline in academic achievement can be ascribed to teachers’ failure to apply the verbal reinforcement approach.

Several ies on the effects of secondary school teaching methods on ent performance have been undertaken in many regions of the world, including the United States (Haas 2002), Pakistan (Sajjad 2011), Nigeria (Barneka ), Asikhia 2010), Uganda (Guloba, Wokadala, and Bategeka, 2010), and Kenya (Njoroge et al., 2021). These ies found that the teaching strategies used by teachers have an effect on ent performance.

 

Most research in Nigeria focused on factors influencing ent performance and policy decisions rather than how teaching practices effect ent performance (Laddunuri ), (Kkairuki, 2009), and (Kat ram, 2007). Mruma (2013) conducted another y on teacher motivation in secondary schools.

None of these ies directly investigated the effect of instructional strategies on academic achievement of financial accounting ents. This y bridges the gap by investigating the effects of teaching styles on ent performance in Nigerian educational institutions at public secondary schools in Ado Ekiti LGA-Ekiti, Nigeria.

 

1.4 The Study’s Objectives

1.4.1 Overarching Goal

The y’s overarching goal is to investigate the effect of teaching methods on academic performance of financial accounting ents in Nigerian education at a public secondary school in Ado Ekiti LGA-Ekiti, Nigeria.

1.4.2 Objectives Specific

The following were the precise aims that led this y:

To identify the financial accounting teaching methods used in public secondary schools in Ado Ekiti LGA, Ekiti.
To analyze ents’ perceptions of the adequacy of teaching methods utilized in teaching Financial in Ado Ekiti -LGA, Ekiti public secondary schools.
To assess the impact of instructional methods on ent performance in public secondary schools in Ado Ekiti LGA, Ekiti.

1.4.3 Research Issues

The y provided answers to the following questions:

What approaches are utilized to teach Financial at public secondary school?
What are ents’ perspectives on the suitability of teaching methods used to teach Financial in Ado Ekiti LGA public secondary schools?
To what extent do teaching approaches influence ent achievement in Ado Ekiti LGA public secondary schools?
1.5 Importance of the Research

The y is worthy of scholarly investigation for the following reasons:

First, the y was supposed to disclose the impact of teaching methods on secondary school ents’ performance and contribute to the body of knowledge. Second, the y aims to lay the groundwork for future researchers interested in the effects of teaching approaches on ent performance in Financial in secondary schools.

Third, the y findings are predicted to be useful to policymakers, particularly the Ministry of on and Vocational Training, in developing policies that would considerably support equitable resource distribution in public institutions in order to achieve better results.

Fourth, the findings are likely to aid secondary school instructors in Ado Ekiti LGA by providing recommendations for the best teaching approaches to apply in Financial . Finally, the findings of this y are expected to contribute to the body of knowledge on teaching methods and serve as a foundation for future research.

 

1.6 The Scope and Limitations

The y focused on the teaching methods utilized and their impact on ent performance in Ado Ekiti LGA public secondary schools. Students enrolled in Financial for at least one year were the target audience. Science teachers and school inspectors are two other groups. Because there are so many different teaching methods, the y only focused on seven of them: citation, storming, discussion, demonstration, lecture, presentation, and seminar.

 

1.7 Definitions of Important Terms

Teaching methods are defined as a method of carrying out actual classroom instruction (Ndirangu 2007). The term “teaching method” refers to the various methods in which a learning activity is managed in order to facilitate the learning process (Kimweri 2004).

Participatory methods are those that allow ents to actively participate in the learning process, either individually or in groups (Musuko 2010). The teacher-centered approach of teaching is a communication process in which there is little or no room for active participation of learners (Kimweri 2004).

The degree to which individuals achieve job or organizational goals with effectiveness and efficiency is referred to as performance. (Utuoh & Mowo, 2000)

 

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THE STGIES AND TEACHING S USED TO IMPROVE THE OF FINANCIAL ACCOUNTING STUDENTS IN A SENIOR SECONDARY SCHOOL

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