RELATIVE EFFECTIVENESS OF JUST-IN-TIME TEACHING AND PEER INSTRUCTIONAL STRATEGIES ON COLLEGE STUDENTS’ ACHIEVEMENT AND RETENTION IN FINANCIAL ACCOUNTING IN ANAMBRA STATE

SOURCE:

Faculty: Education
Department: Vocational Education

CONTRIBUTORS:

Enwere, J.O;
Eze, T.I;

ABSTRACT:

Students’ academic achievement and retention in Financial Accounting depends largely on the use of instructional approaches by the teachers. The need to improve students’ academic achievement and retention in Financial Accounting necessitated this study on college students’ achievement and retention in Financial Accounting in Anambra State. This study, therefore sought to determine the relative effectiveness of Just-in-Time Teaching (JiTT) and Peer Instructional (PI) strategies on college students’ achievement and retention in Financial Accounting in Anambra State. Six research questions guided the study and eight hypotheses were tested. Quasi- experimental design specifically, pre-test, post-test, non-randomised experimental group design was adopted. The population of the study was 167 NCE II business education students from the two public Colleges of Education in the state. The entire population was used in their intact classes. The instrument for data collection was Financial Accounting Achievement Test (FAAT) developed by the researcher which was validated by three experts. Kuder Richardson formula 20 was used to ascertain the reliability index value of 0.90 for instrument. Peer Instructional strategy was used to teach PI group while JiTT strategy was used to teach JiTT group. The experiment lasted for nine weeks. Data collected for the study were analysed using mean and standard deviation for answering the research questions and Analysis of Covariance was used for testing the hypotheses at 0.05 level of significance. Findings of the study revealed that students in two groups taught Financial Accounting with JiTT and PI strategies improved in the post-test achievement scores when compared with the their pre-test scores. However, JiTT strategy was found to be more effective when compared with PI strategy. It was concluded that JiTT and PI strategies have significant effects on college students’ achievement and retention in Financial Accounting. The study recommended, among others that accounting lecturers at colleges of education should formally adopt JiTT strategy in order to improve students’ achievement and retention. Also, accounting students should be encouraged to use JiTT strategy in learning of Financial Accounting since it enhances academic achievement and retention.

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