EFFECT OF THINK-PAIR-SHARE INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT, RETENTION AND SELF-EFFICACY IN FINANCIAL ACCOUNTING IN ABIA STATE

SOURCE:

Faculty: Education
Department: Vocational Education

CONTRIBUTORS:

Nwaukwa, F.C;
Okolocha, C.C;

ABSTRACT:

The need to improve the poor academic achievement of students in financial accounting in both external and internal examinations necessitated this study. This study determined the effect of think-pair-share instructional strategy on students’ academic achievement, retention and self-efficacy in financial accounting in secondary schools in Abia State. Nine research questions guided the study and six null hypotheses were tested. Quasi-experimental research design specifically, pre-test post-test non-equivalent control group design was adopted for the study. Population was 846 senior secondary two (SS2) Financial accounting students in Abia State. A purposive sampling technique was used to select a sample size of 78 senior secondary two (SS2) financial accounting students. Financial Accounting Achievement Test (FAAT) and adapted Academic Self-efficacy Scale (ASS) were used for data collection. The face and content validity of the instruments were established using three experts in the field of Business Education and Measurement and Evaluation. Kudder-Richardson Formula 20 (KR-20) was used to establish the reliability of FAAT while Cronbach Alpha was used to determine the internal consistency of academic self-efficacy scale which yielded reliability coefficients of 0.92 and 0.79 respectively. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The analysis was carried out using Special Package for Social Sciences (SPSS) version 23.0. Some of the findings of the study revealed that the think-pair-share instructional strategy is more effective in enhancing students’ academic achievement in financial accounting when compared to the conventional teaching method. Also, think-pair-share instructional strategy enhanced students’ retention and self-efficacy in financial accounting more than the conventional method. Furthermore, there were significant difference in the achievement, retention and self-efficacy of students taught financial accounting using think-pair-share strategy and those taught with conventional method. The researcher therefore, recommended among others that, financial accounting teachers should be given easy access to capacity building programmes through workshop, conference, seminar, symposium and exhibition on think-pair share instructional strategy to enable them learn how to effectively apply the strategy during teaching process.

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