Effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria

The financial accounting achievement of secondary school students in Nigeria over the years has persistently remained not encouraging, especially in their national examination. This is due to the persistent use of the conventional teaching approach. Several studies in other subject areas have docume...

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Main Author:	Inuwa, Umar
Format:	Thesis
Language:	eng eng
Published:	2017
Subjects:	HF5601-5689 Accounting
Online Access:	https://etd.uum.edu.my/7654/1/s99008_01.pdf https://etd.uum.edu.my/7654/2/s99008_02.pdf
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id	my-uum-etd.7654
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Abdallah, Zarifah Hassan, Haslinda
topic	HF5601-5689 Accounting
spellingShingle	HF5601-5689 Accounting Inuwa, Umar Effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria
description	The financial accounting achievement of secondary school students in Nigeria over the years has persistently remained not encouraging, especially in their national examination. This is due to the persistent use of the conventional teaching approach. Several studies in other subject areas have documented that effective instructional approaches have significantly improved students’ achievement. However, arguments exist in the literature that knowing students’ attitude towards a subject could help the teacher to use appropriate instructional approaches to address the students’ learning problems. Therefore, this study extended the work of previous studies by examining the effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria. An explanatory sequential mixed-method design was adopted where a cluster sampling technique was used in the study. The quantitative data were collected from 240 students, while twelve students participated in the interview. The data collected were statistically treated using ANCOVA, multiple regression, and t-test, while NVivo was used in analysing the qualitative data. The results revealed that cooperative instructional approach is the most effective approach for teaching financial accounting to secondary school students compared to the demonstration, guided discovery, and conventional approaches. Students’ attitude towards financial accounting also has a significant influence on their financial accounting achievement, whereas students’ gender difference has no influence on their financial accounting achievement. By implications, the findings of the present study suggest that the government should encourage curriculum planners and financial accounting teachers of secondary schools to adopt the cooperative instructional approach as an instructional approach for teaching financial accounting in secondary schools to improve their students’ achievement in the subject. Furthermore, financial accounting students should be motivated, especially by their teachers to develop a more positive attitude towards financial accounting. This will also help in improving their achievement in the subject.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Inuwa, Umar
author_facet	Inuwa, Umar
author_sort	Inuwa, Umar
title	Effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria
title_short	Effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria
title_full	Effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria
title_fullStr	Effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria
title_full_unstemmed	Effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria
title_sort	effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in nigeria
granting_institution	Universiti Utara Malaysia
granting_department	Tunku Puteri Intan Safinaz School of Accountancy (TISSA)
publishDate	2017
url	https://etd.uum.edu.my/7654/1/s99008_01.pdf https://etd.uum.edu.my/7654/2/s99008_02.pdf
_version_	1747828250000752640
spelling	my-uum-etd.76542021-05-09T03:53:19Z Effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria 2017 Inuwa, Umar Abdallah, Zarifah Hassan, Haslinda Tunku Puteri Intan Safinaz School of Accountancy (TISSA) Tunku Intan Safinaz School of Accountancy (TISSA) HF5601-5689 Accounting The financial accounting achievement of secondary school students in Nigeria over the years has persistently remained not encouraging, especially in their national examination. This is due to the persistent use of the conventional teaching approach. Several studies in other subject areas have documented that effective instructional approaches have significantly improved students’ achievement. However, arguments exist in the literature that knowing students’ attitude towards a subject could help the teacher to use appropriate instructional approaches to address the students’ learning problems. Therefore, this study extended the work of previous studies by examining the effects of instructional approaches, attitude, and gender on financial accounting achievement among secondary school students in Nigeria. An explanatory sequential mixed-method design was adopted where a cluster sampling technique was used in the study. The quantitative data were collected from 240 students, while twelve students participated in the interview. The data collected were statistically treated using ANCOVA, multiple regression, and t-test, while NVivo was used in analysing the qualitative data. The results revealed that cooperative instructional approach is the most effective approach for teaching financial accounting to secondary school students compared to the demonstration, guided discovery, and conventional approaches. Students’ attitude towards financial accounting also has a significant influence on their financial accounting achievement, whereas students’ gender difference has no influence on their financial accounting achievement. By implications, the findings of the present study suggest that the government should encourage curriculum planners and financial accounting teachers of secondary schools to adopt the cooperative instructional approach as an instructional approach for teaching financial accounting in secondary schools to improve their students’ achievement in the subject. Furthermore, financial accounting students should be motivated, especially by their teachers to develop a more positive attitude towards financial accounting. This will also help in improving their achievement in the subject. 2017 Thesis https://etd.uum.edu.my/7654/ https://etd.uum.edu.my/7654/1/s99008_01.pdf text eng public https://etd.uum.edu.my/7654/2/s99008_02.pdf text eng public http://sierra.uum.edu.my/record=b1698822~S1 other doctoral Universiti Utara Malaysia Abdisa, G., & Getinet, T. (2012). The effect of guided discovery on students’ Physics achievement. Journal of Physics Education, 4(6), 530-537. Abdulhamid, A. (2010). Effects of two teaching methods on secondary school students’ agricultural science achievement in bauchi metropolis, Nigeria. Journal of Research in Education, 1(1), 1-12. Abdullah, A., Mesir, B., & Mohamad, A. M. (2006). Contributing factors to academic excellence among students in University of Technology Malaysia. In National Student Development Conference (NASDEC) (pp. 8-9). Abdulrahman, B. (2012). 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