EFFECTS OF JIGSAW AND GUIDED INQUIRY `METHODS ON SENIOR SECONDARY STUDENTS ACHIEVEMENT IN FINANCIAL ACCOUNTING, IN AKWA IBOM STATE

SOURCE:

Faculty: Education
Department: Technology Education

CONTRIBUTORS:

Udoudom, Hezekiah Tom
Okolocha, C. C.

ABSTRACT:

The persistent poor academic achievement of secondary school students in Financial Accounting necessitated this study to determine the effects of jigsaw and guided inquiry methods on senior secondary students’ achievement in Financial Accounting in Akwa Ibom State. Six research questions guided the study and six null hypotheses were tested at 0.05 level of significant. The study employed quasi experimental design. The population comprised all Senior Secondary Two (SS2) Financial Accounting students, totaling four thousand and sixteen (4016) out of which one hundred and fifty (150) were drawn from three secondary schools using purposive sampling techniques. The duly validated instrument, Financial Accounting Students’ Academic Achievement Test (FASAT) was used for data collection. Kuder Richardson 21 formula was used to determine the reliability of FASAT and the result showed a high reliability coefficient r = 0.86. Mean was used in answering research questions while Analysis of Covariance (ANCOVA) was used in testing the null hypotheses at .05 level of significant. The finding reveals that students taught financial accounting using jigsaw and guided enquiry performed significantly better than those taught with expository instructional methods. There is no significant difference in the academic achievement of male and female Financial Accounting students taught using jigsaw, guided inquiry instructional methods as against expository methods. Based on the findings, it is concluded that the use of jigsaw instructional methods is most effective in enhancing students’ academic achievement in Financial Accounting. It is recommended among others that jigsaw and guided inquiry instructional methods as against expository method be used by teachers to teach Financial Accounting so as to enhance students’ academic achievement and reverse the ugly trends of persistent poor results in both internal and external examinations.

Recently browsed