Department: Vocational Education
Adeleye, Olatunji John
Okolocha C. C.
The academic achievement of students in Financial Accounting in the West African Examination Council (WAEC) for the past ten years ( 2006- 20015) in public secondary schools in Oyo State of Nigeria is not quite satisfactory as reported by the West African Examination Council Headquarter, Lagos. The persistent poor academic achievement of students in Financial Accounting necessitated the present study carried out to investigate the effect of collaborative teaching method on students’ academic achievement in Financial Accounting in secondary schools in Oyo State. Four research questions guided the study and three null hypotheses were tested at 0.05 level of significance. A quasi experimental research design which utilized non- randomized pre- test, post- test, experimental- control group design was adopted for the study. The area of the study was Oyo State. The population comprised 65,112 SSII students in the 324 public secondary schools offering Financial Accounting, of which two secondary schools were purposively sampled. Two intact class of 54 (33 males and 21 females), and 48 (25 male and 23 female) students of both experimental and control groups respectively. A 50 item multiple choice test titled “Financial Accounting Achievement Test (FAAT)” validated by three experts were used for data collection. Kuder-Richarson formula 21 was used to determine the reliability coefficient of FAAT which yielded coefficient value of 0.75. Data obtained were analyzed using mean and standard deviation for the research questions while Analyses of co-variance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The analysis was done using Statistical Package for Social Sciences (SPSS) version 23. The findings revealed that the collaborative teaching method was more effective in enhancing students’ academic achievement in Financial Accounting than the conventional teaching method. There was also a significance difference in the gain mean in academic achievement scores of male and female students taught Financial Accounting with collaborative teaching method those taught with conventional teaching method. The findings also revealed that there was significance difference in the gain mean in academic achievement scores of high and low achievers taught Financial Accounting using collaborative teaching method. The result also revealed that there was no interaction effect due to teaching methods and gender on students’ academic achievement in Financial Accounting using collaborative teaching method. It was concluded that the use of collaborative teaching method was more effective in enhancing students’ academic achievement in Financial Accounting. The implication of the study for education stakeholders was also discussed. The researcher recommended among others that Financial Accounting teachers should be encouraged to use collaborative teaching method in addition to conventional teaching method in order to improve students’ academic achievement in Financial Accounting in secondary schools.