COMPARATIVE EFFECTS OF COLLABORATIVE AND PROBLEM-SOLVING TEACHING METHODS ON ACADEMIC ACHIEVEMENT OF FINANCIAL ACCOUNTING STUDENTS IN GOVERNMENT SENIOR SECONDARY SCHOOLS IN TARABA STATE, NIGERIA

Abstract

The study examined effects of collaborative and problem-solving teaching methods on academic achievement of Financial Accounting Students in Government secondary schools in Taraba state Nigeria. The study had four objectives, three research questions, and three null hypotheses. The study used quasi-experimental research design. The population of the study was 573 SSII students in Government secondary schools in Taraba state, Nigeria. Out of these population a sample of 80 financial accounting students were used from three intact classes. These three intact classes were purposively selected from three different government secondary schools within the study area. A researcher developed Financial Accounting Achievement Test (FAAT) used for data collection. The instrument was face validated by experts. A pilot test was carried out at Government Capital School Yola. Cronbach Alfa was used to determine the reliability coefficient of the instrument. The teaching experiment period lasted for six weeks. The data collected for the study were analyzed using mean and standard deviation too answer the research questions, t-test statistic was used to test the null hypotheses one and two while null hypothesis three was tested using ANOVA and Scheffe Post Hoc Pairwise Comparison test. All the null hypotheses were tested at 0.05 levels of significance. The study revealed that there was a significant difference in the mean scores of students taught financial accounting using collaborative, problem-solving and lecture teaching methods. With collaborative and problem solving having the highest mean sores. Indicating students do better when taught financial accounting using these two methods of teaching. Based on these findings the study concluded that collaborative and problem-solving method of teaching was found to improve financial accounting students’ academic achievement. the study recommended the usage of problem-solving teaching method by teachers of financial accounting should be enforced by the schools’ authorities for improve students’ academic achievement.