EFFECT OF DEMONSTRATION AND LECTURE TEACHING METHODS ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN FINANCIAL ACCOUNTING IN ADAMAWA STATE, NIGERIA

Titus Amodu Umoru, Babangida Haruna

Abstract


The study was carried out to determine the effect of Demonstration and lecture teaching methods on academic performance of secondary school students in Financial Accounting in Adamawa State. The study adopted a quasi-experimental design, specifically, the pre-test, post-test non-equivalent control group. 725 students offering Financial Accounting in senior Secondary schools in Yola metropolis, Adamawa State formed the population of the study. From the population of the study, 105 students were selected as sample using purposive sampling technique. Three senior secondary schools were purposively selected and randomly assigned to experimental groups and control group. Government Day Secondary, Yola Town (experimental group) was taught using Socratic Method and Government Day Secondary School Doubeli (control group) was taught using conventional Lecture method. The data collection period lasted for four (4) weeks Using instructional package for Financial Accounting (IPFA) which comprised well planned lesson plans on the selected topics based on the two methods of teaching. The instrument for data collection was a 50-item ‘Financial Accounting Achievement Test’ (FAAT) validated by three experts from Kwara State University, Malete.  A pilot test of the instrument was conducted at Government Day Secondary School Muhammad Nya, Jalingo, Taraba State onforty (40) senior secondary school (SS II) Students offering Financial Accounting in the school. Using Kuder Richardson 20 (K-R20) formulae, a reliability coefficient of 0.83 was obtained. Research questions were answered using mean and standard deviation while the hypothesis was tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The results of the study revealed that Demonstration method had significant effect on students’ performance than lecture method. Among the recommendations made was that, efforts should be intensified by teachers to aggressively adopt Socratic Method in teaching Financial Accounting.


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References


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