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EFFECT OF PEER TUTORING INSTRUCTIONAL STRATEGY ON STUDENT’S ACHIEVEMENTS AND INTEREST IN SOME GRAPH-RELATED CONCEPT IN ECONOMICS AMONG UNDERGRADUATES IN IBADAN
Abstract:
This research investigates the impact of peer tutoring as an instructional strategy on students’ achievements and interest in graph-related concepts in economics among undergraduates in Ibadan. The study employs a quasi-experimental design, utilizing pre-test and post-test assessments to measure the effectiveness of peer tutoring. The participants include undergraduate students enrolled in economics courses in selected institutions in Ibadan.
The research aims to address the following objectives: (1) to assess the baseline understanding of graph-related concepts among undergraduates; (2) to implement a peer tutoring instructional strategy to a randomly assigned experimental group; (3) to compare the academic achievements of the experimental group with a control group exposed to traditional teaching methods; (4) to gauge students’ interest in graph-related concepts before and after the intervention; and (5) to explore students’ perceptions and experiences with peer tutoring.
The intervention period involves structured peer tutoring sessions focused on enhancing students’ comprehension of graph-related concepts in economics. Data is collected through pre- and post-tests, surveys, and interviews. Statistical analysis, including t-tests and regression analysis, is employed to assess the impact of the peer tutoring strategy on academic achievements and interest levels.
The findings of this research contribute to the existing body of knowledge on effective instructional strategies in economics education. The study also provides insights into the potential benefits of peer tutoring, not only in terms of academic achievements but also in fostering interest and engagement among students in graph-related concepts. The implications of these findings are discussed with a focus on informing pedagogical practices in economics education.
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ABSTRACT
This study intends to investigate the use of adult education as an agent for social change in Ondo west local government. While the overall aim of the research is to empirically find out whether adult education has had significant impact on Ondo west, it will also discuss the importance of adult education as well as the challenges facing adult education in Nigeria. The research distinguishes between adult education for working adults and Adult Education as a course of study in the University. This study is centered on adult education for working adults. Using Ondo west as a case study, the research adopts descriptive research survey with focus on adult students offering various courses at Ondo west University. Questionnaire will be developed to cover the research questions and hypotheses. A total of 40 respondents are to be used for the study. Chi Square statistical tool will be used for data analysis. Summary and conclusions are to be drawn from the research literature, research findings and data analysis. Recommendations on linking adult education to national development will be made in the final chapter.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
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A STUDY OF EFFECT OF CLASS SIZE FOR EFFECTIVE TEACHING AND LEARNING OF ADVANCED ACCOUNTING
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Since Western education became firmly rooted in Nigeria, it has faced myriads of problems. Most of these problems are hardly lost on the various governments, whether during colonial or post-independence era. It has resulted in the setting up of various commissions (e.g. the Ashby Commission of 1960; the 1969 curriculum conference, etc) to examine Nigeria’s educational problems and make recommendations. These problems pertained to the quantity and quality of teachers, educational facilities, curriculum planning and development, etc. Adaralegbe (1983:16) noted that “a recurring feature in Nigerian tertiary instituion system from its inception about 120 years ago was its poor staffing”. Adesina (1990:76) speaking on the physical facilities also observed “Post-independence Nigeria saw most Nigeria’s primary and tertiary instituion buildings no better than they were during the colonial era”.
In fact, most of them are worse now having suffered from lack of maintenance and weather conditions (e.g. rain-storm). Though the various Governments, military and civilian, have given considerable attention to the provision of more teachers and schools, the reality in most schools today, from the primary to the tertiary levels, confirms that the problems still linger.
The problems of shortage of teachers and classrooms are intricately interwoven and when both combine with large pupil enrolment, the consequence is over-crowded classrooms. This is the sad truth in many Nigerian classrooms especially in the major towns and cities with many classes registering fifty (50) to
one hundred (100) students and above which is clearly above the internationally recommended standard (See Table 1).
The poor state of the physical facilities in the schools confirms Adesina’s (1990 p.76) observation that this aspect of the educational problem has been consistently ignored in educational “plans and reports”. He cited the ‘example of Banjo Commission (1961) in the then Western Nigeria and a similar One in the old Eastern Nigeria which failed to mention ‘inadequate physical facilities’ as one of the fifteen factors considered responsible for failing standard of education. Only the Old man Report on Northern Nigeria gave some attention to buildings and furniture in schools (Adesina, 1990). The consequence as noted by the West Africa study group of the Nuffied Foundation (1952) in their report on educational policy and practice in Tropical Africa is that “… most of the school buildings are poor and made worse by over-crowding…” (Adesina, 1990 p.70).
Ordinarily, the phenomenon of rural-urban drift in an emergent nation like Nigeria normally exerts pressure on the facilities and services such as hospitals, schools, transportation etc. However, the introduction of the Universal Free Primary Education (U.P.E.) first in the old Western Region in 1955 and later in the Eastern Region in 1957 as well as the launching of the U.P.E. Scheme by the Federal Government in 1976 compounded the problems of providing adequate facilities in schools to meet the resultant unprecedented upsurge in pupil enrollment (Akinyemi, 1983). With inadequate planning for the expected population explosion in schools, over crowded classrooms now become a permanent feature of academic setting at all levels of thee educational system.
In addition, Educational planning in Nigeria has always been thought of in terms of quantitative growth, which is usually above the financial capacity of the Government (Adesina, 1990). A recent example is the implementation of the current 6-3-3-4 system of education, which is seriously affected by lack of adequate funding and poor preparation. Even though the Federal and State Governments have shown serious commitment to educational development through their annual budgetary allocation to Education in recent years (allocation to Education sector is second only to Defense), the attention given to physical facilities is far from being adequate. The issue at stake is not how ‘huge’ the allocation is but how ‘adequate’. In a study by Ndagi (1983) on educational financing under military rule (1968-1978) it was found that:
of the financial resources allocated to secondary level institutions, over 80% -went to the personal emolument of staff and the maintenance of students while less than 10% went to the purchase of educational materials and equipment, (p. 195).
And in the case of the State Governments, the same study found out that.
of the resource allocated to secondary level education, on average, over 50% went to the personal emoluments of Staff and over 30% to the maintenance Of students while less than 15% was Used for the purchase of educational Materials and equipment; (pp. 195-196).
In the case of students’ furniture, some state Governments have completely handed off the supply. Students either pay to the school to purchase for them or they bring from home. The latter is more popular. Such furniture now come in all shapes and sizes presenting an ugly sight in the classroom.
The phenomenon of overcrowded classroom as well as poor quality and inadequate furniture in the classroom due to unlimited expansion has taken its toll on the educational system. Only few people will deny that the quality of teaching and learning is on the decline at all levels of the educational system. The poor result of the Senior Tertiary instituion examination (SSCE) in almost all subjects in recent years is one potent indicator. The increase in examination malpractices cannot be divorced from poor seating arrangement in classrooms. The quantity and quality of interaction in the class are likely to be adversely affected due to lack of space for moving round the class and the over whelming number of students that the teacher has to deal with within a forty-minute lesson. Nolasco and Arthur (1988) also identified five likely problems of large classes:
coping with the noise, persuading the class to use Advanced accounting, managing the introduction and setting up of activities, making limited resources go a long way and monitoring the work of individuals within the class (p.5).
These and many other problems inform the decision to conduct this study with the hope that it will help to draw more attention to this ugly situation under which learning is expected to take place and educational objectives are to be attained.
The Health and Physical Education domain provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health. This domain focuses on the importance of a healthy lifestyle and physical activity in the lives of individuals and groups in our society. This domain is unique in having the potential to impact on the physical, social, emotional and mental health of students. It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. Engaging in physical activity, games, sport and outdoor recreation contributes to a sense of community and social connectedness. These are vital components of improved wellbeing.
Students’ involvement in physical activity can take many forms, ranging from individual, non-competitive activity through to competitive team games. Emphasis is placed on combining motor skills and tactical knowledge to improve individual and team performance. Students progress from the development of basic motor skills to the performance of complex movement patterns that form part of team games. They learn how developing physical capacity in areas such as strength, flexibility and endurance is related to both fitness and physical performance.
Students progress from learning simple rules and procedures to enable them to participate in movement and physical activity safely, to using equipment safely and confidently. Students undertake a variety of roles when participating in sports such as umpire, coach, player and administrator and assume responsibility for the organisation of aspects of a sporting competition. This domain explores the developmental changes that occur throughout the human lifespan. It begins by identifying the health needs necessary to promote and maintain growth and development, followed by discussion of significant transitions across the lifespan including puberty, to gaining an understanding of human sexuality and factors that influence its expression. The exploration of human development also includes a focus on the establishment of personal identity, factors that shape identity and the validity of stereotypes. Students develop an understanding of the right to be safe and explore the concepts of challenge, risk and safety. They identify the harms associated with particular situations and behaviours and how to take action to minimise these harms.
Through the provision of health knowledge, this domain develops an understanding of the importance of personal and community actions in promoting health and knowledge about the factors that promote and protect the physical, social, mental and emotional health of individuals, families and communities. Students investigate issues ranging from individual lifestyle choices to provision of health services by both government and non-government bodies. In investigating these issues, they explore differing perspectives and develop informed positions. This domain examines the role of food in meeting dietary needs and the factors that influence food choice. Students progress from learning about the importance of eating a variety of foods to understanding the role of a healthy diet in the prevention of disease.
1.2 PROBLEM OF THE STUDY
The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the class activities take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many tertiary instituions in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.13) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”.
The seating arrangement can make or mar any lesson. Ideally, in a tertiary instituion, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983). To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many o these classes is between ratio 1: 50 and 1: 150 in certain cases.
This study was therefore interested in identifying the major problems caused by over-populated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems. The popularity of class-size reduction may make it difficult for policymakers to increase class size across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.
In settings where state mandates on maximum class size are relaxed, policymakers need to bear in mind that the effect of any increase in class size will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the NIGERIA. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in class size might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing class size.
The national policy on education revised in 2010 stipulates that the maximum teacher –student ratio is one teacher is to thirty students. The obvious reason for this standard is to ensure that the teacher not only controls the class but also to ensure that he understands the learning capabilities of each of the learner in the classroom. Ozochi (2008) affirms that there is a limit to which a teacher can effectively control, anything more than that according to him will affect the school objectives.
However, in most of our tertiary instituions today the teacher –student ration has gone far beyond the stipulation of the national policy on education. Students stay more than fifty in each class, seating arrangement altered, thereby making teaching and learning difficult. Educational planners in Nigeria have attributed the over bloated class size due to the explosion of the population of children of school age. Recently the Enugu State Government through her agently spliced most of the tertiary instituions located within the metropolis in order perpherps to expel the agony of overcrowded classroom.
Business education, like all other health science is an activity based subject, a situation whereby the learner is exposed mainly to the practical learning process under the guide and supervision of a teacher. Maduagwu et al (1998) opines that effectiveness of a classroom management results when the teacher and student achieve the purpose of which either are together in a class under an overcrowded classroom environment like what obtains in most of our schools today it becomes pertinent to ask, how effective is teaching and learning particularly in subject area that requires close monitoring of the learner by the teacher.
1.3 OBJECTIVE OF THE STUDY
1. To determine the effect of class seize on effective teaching and learning of business educationin Senior tertiary instituions.
2.To develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle.
3. To evaluate the implication of over-crowded class on students assimilation and understanding of business education.
4. To evaluate the level of competency and proficiency of teachers in teaching advanced accountingin Senior tertiary instituions.
5. To know the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in business education.
6. To recommend solution to the problems.
To findout ways class size affects teaching and learning of advanced accountingin Senior tertiary instituions in Enugu North Local Government Area of Enugu State.
2. To examine the effectiveness of the policy guiding teacher-student ratio in Senior tertiary instituion advanced accounting
3. To examine how effective is the use of instructional materials in an overcrowded classroom environment.
1.4 RESEARCH QUESTIONS
1. What are the effects of class seize on effective teaching and learning of business educationin Senior tertiary instituions?
2.Can advanced accountinghelp to develop students’ motor and games skills and equip them with the knowledge, skills and attitudes to pursue and enjoy a physically active and healthy lifestyle?
3. What are the implications of over-crowded class on students assimilation and understanding of business education?
4. How is it possible to evaluate the level of competency and proficiency of teachers in teaching advanced accountingin Senior tertiary instituions?
5. What are the challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in business education?
1.5 RESEARCH HYPOTHESIS
H0: The is no significant relationship between class seize of students and effective teaching and learning of business educationin Senior tertiary instituions.
H1: The is a significant relationship between class seize of students and effective teaching and learning of business educationin Senior tertiary instituions.
H0: Over-crowded class has negative implications on students assimilation and understanding of business education.
H1: Over-crowded class has positive implications on students assimilation and understanding of business education.
H0: It is impossible to evaluate the level of competency and proficiency of teachers in teaching advanced accountingin Senior tertiary instituions.
H1: It is possible to evaluate the level of competency and proficiency of teachers in teaching advanced accountingin Senior tertiary instituions.
H0: The are no challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in business education.
H1: The are challenges faced by teachers in teaching, controlling and monitoring a large crowd of student in business education.
1.6 SIGNIFICANCE OF THE STUDY
1. The study when completed would enable the teacher and or instruction know the dangers associated with over-crowded classroom.
2. It would assist the government and education planner on recruitment and supervision of teachers bearing in mind the expected teacher-learner ratio.
3. The study will assist in providing a guide in the realization of one of the core objectives of Nigeria education which is to make Nigeria one of the technological advanced countries in the world.
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TEACHERS’ COMPETENCE AND STUDENTS’ ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The school environment has a strong positive relationship with students’ ratings of their overall school satisfaction, students’ self-esteem, and academic performance. Teacher’s competency enhances a teacher’s ability to create an environment that is fair, understanding, and accepting of diverse students, ideas, experiences, and backgrounds. Teachers have been found to be the single most important factor influencing student achievement (Cochran-Smith, 2002; Kaplan & Owings, 2002; Lasley, Siedentop, & Yinger, 2006). The present study will focus on factors which may influence teacher’s competency in classroom situation, including (a) teacher use of Continuous Assessment, a technology-based tool the teacher can use for communication with students, (b) number of special education students, (c) class size, (d) teacher use of research based best practices, and (e) instructional leadership. Few studies have examined the factors together applying a mixed methods research approach to identify the complex relationships between all of the factors and student achievement.
A study of teacher classroom practices as they relate to student achievement is important for several reasons. Understanding the reasons why the teacher is important will give insight to professional development planners. Identifying such factors contributing to increased student achievement is paramount in this age of accountability. The Federal of Nigeria mandates for student achievement through the various examination bodies are not going away; schools are held accountable through statewide assessments of all students. Teachers need to be held to high standards and implement research-based best practices in their classrooms. Identifying factors contributing to student achievement is very important. Regarding leadership, the principal indirectly impacts the performance of teachers under his or her leadership as well as the climate and culture of the building (Stewart, 2008).
The idea of highly qualified teachers is a good one, but compliance has not been widespread (Viadero, 2007). Some states in Nigeria have set low expectations for teacher quality, and sometimes it depends on what school in which a teacher teaches in. The question which begs to be asked is what defines teacher quality? If a student is asked about a teacher who is highly qualified, they will most likely say that it is the teachers who spend extra time with them and who makes the class content clear and attainable (Lewis, 2005). Conversely, the unqualified teachers are the ones who are boring and don’t connect with them. Students don’t care about educational certificates or years of experience. Anobi (2006) recognizes that as true educators, teachers are always learning; and teachers need to continue to define the meaning of highly qualified, instead of doing as little as possible within the meaning of the law. As teachers, educators need to move from mere competence to excellence in practice.
Defining teacher quality is a question that resurfaces again in the literature on teacher preparation. Does content knowledge in addition to knowledge about teaching make a difference in student achievement (Kaplan & Owings, 2001)? One group believes quality teachers possess content knowledge and have studied instructional ideas and practices that have increased student achievement, while another group believes teachers just need strong content knowledge. Kaplan and Owings (2001) found disagreement in the literature over whether traditional teacher preparation positively affected student achievement. They found that teachers who learn and practice sound pedagogical practices techniques can affect students’ measured achievements and also students whose teachers had strong content knowledge and had learned to work with students who came from different cultures or special needs tested higher than one full grade over their peers.
Due to the increasing nature of poor academic performance of secondary school students especially in external examinations like West African Examination Council (WAEC) or Joint Admission Matriculation Board (JAMB), many educationists tend to shift the blame on lack of fund from the government to provide quality textbooks. However, these might not be the main reasons why students perform poorly in examinations. It is clear from all indications that some secondary school teachers are not competent which might lead to poor academic performance of the students.
1.2 Statement of the Problem
Competent teachers are the most critical piece in improving student achievement and closing the achievement gap. The most important difference between the most and least effective classrooms is the teacher (William, 2007). The single most important influence on student learning is the quality of teaching, yet most schools don’t define what good teaching is (Danielson, 2006). This is a problem because if it is not defined, teachers may not be given the opportunities to improve practices in the classroom, it is the student’s achievement that may be harmed as a result.
1.3 Objectives of the Study
The primary aim of this study was to examine the effects of teacher’s competence on students’ academic performance. This general aim is expressed in the following specific objectives which are to:
1. Assess teacher’s competence in secondary school;
2. Examine factors influencing teacher’s competence
3. Investigate the student perceptions of teacher leadership style and how these perceptions affect students’ academic performance
4. Examine the impact of teaching styles on students’ academic performance
1.4 Research Questions
The following research questions will be addressed by this study:
i. To what degree does teacher’s competence affect students’ academic performance?
ii. Is there any significant relationship between teacher’s leadership style and students’ academic performance?
iii. Is there any significant relationship between teaching style and students’ academic performance?
iv. Is there any significant relationship between teacher’s personality type and academic performance of students in secondary school?
1.5 Research Hypotheses
Ho1 There is no significant relationship between teacher’s competency and academic performance of students
Ho2 There is no significant relationship between teacher’s leadership style and students’ academic performance
Ho3 There is no significant relationship between teaching style and students’ academic performance
Ho4 There is no significant relationship between teacher’s personality type and academic performance of students in secondary school
1.6 Significance of the Study
A major concern in schools is to increase student achievement. One way to do this is to focus on classroom environment with the teacher at the centre which will influence student achievement and create the best environment in which to facilitate learning and engage students. The study is therefore significant for the following reasons:
• This study will be useful to both teachers and students who may want to know the factors that could make or mar student’s academic performance.
• Understanding classroom climate variables will allow for professional development for teachers to focus on areas to increase student achievement.
• Lastly, understanding the importance of teachers and their impact on student performance will help school administrators at secondary schools retrain teachers to make their teachings student-centered.
1.7 Scope/Delimitations of the Study
This study centers on the effects of teacher’s copmptence on academic performance of students in Abeokuta North Local Government Area of Ogun State. It is aimed at all secondary school students in Abeokuta North Local Government but due to time, money and other factors it will be limited to only five schools in Abeokuta North Local Government Area of Ogun State.
1.8 Definitions of Terms
Relative to this study, definitions to the following terms are provided in order to clarify each in the context of the topic:
Academic Achievement- Student performance on state assessments (Cunnigham, 2003).
However, for the purpose of the proposed study, overall class average will be the measure of academic achievement used. This term is used interchangeably with student achievement.
Class Size- The number of students in a class, which varies considerably from day to day; and at different times throughout the day because of student mobility, truancy, and absences
Classroom Climate- The classroom environment involving the shared perceptions of the students and the teachers.
School Climate- The shared beliefs, values, and attitudes that shape interactions between students, teachers, principals, and set the tone of acceptable behavior for the school
Student Achievement- Student performance on state assessments. However, for the purpose of the proposed study, overall class average will be the measure of academic achievement used. This term is used interchangeably with academic achievement.
Teacher’s Competence- For the purpose of the proposed study an effective teacher will be defined as a teacher who has a high overall class average and a high number of posted homework assignments.
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Account Number: 3139283609
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APPLICATION OF AUDIO VISUAL AIDS IN TEACHING AND LEARNING ACCOUNTING EDUCATION IN TERTIARY INSTITUTION
ABSTRACT
In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom,, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill. This paper tries to analyze the necessity of audio visual technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Accounting education teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of audio visual in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Audio visual is now permeating the educational system as a tool for effective teaching and
learning. With audio visual, the communication of information can be done in a more effective manner and it can be an effective audio-visual medium for delivering information. Audio visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The audio-visual media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Audio visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, audio visual means “an individual or a small group using a accounting education to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio visual as a ray of “accounting education-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed audio visual as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of audio visual as:
The power of audio visual lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.
The evolution of audio visual has made it very possible for learners to become more involved in their work. With audio visual technologies, they can create audio visual applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.
Reinsman (1994) expressed that audio visual involves processing, storage, generation, manipulation and retention of audio visual system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that audio visual resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of audio visual technology has great significancein colleges, universities and research institutions in the Western countries. In thesecountries, the technology is being seen as a key player to development in allramifications and essential component of education.
However, Babajide (2003) identified different types of audio visual communication, some of which include accounting education hardware, accounting education software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.
Audio visual in Education
Audio visual in Education has been extremely effective in teaching individuals a wide range of subjects. Audio visual is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music.
A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Audio visual has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing aaudio visual application that is interactive and multi-sensory can be both a challenge and thrill. Audio visual application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to audio visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.
The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of accounting education (Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education.
Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore made at examining such issues as arepertinent to audio visual utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo State, Nigeria.
Specifically, the objectives of this study are to:
1. Determine the availability of audio-visual audio visual in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning
3. Investigate the adequacy of audio visual facilities for teaching and learning of accounting education .
4. Identify factors, if any, which limit the use of audio visual by the teachers.
The study is structured to provide answers to the following research questions:
1. How available are the audio-visual audio visual for teaching and learning in accounting education ?
2. What is the pattern and frequency of use of the audio visual for teaching andlearning by the lecturers of the facility?
3. How adequate are the audio visual facilities for teaching and learning of accounting education ?
4. What factors limit the use of audio visual by teachers of the subject?
H0: The application of audiovisuals does not have a significant positive impact in teaching accounting education in junior technical schools in Oredo LGA, Edo state
H1: The application of audiovisuals have a significant positive impact in teaching accounting education in junior technical schools in Oredo LGA, Edo state
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FUNCTIONAL ACCOUNTING EDUCATION CURRICULUM FOR SUSTAINABLE YOUTH EMPOWERMENT IN EDO STATE
ABSTRACT
The research profers an analytical and theoretical framework of functional accounting education curriculum for sustainable youth empowerment. It appraises the nature of a functional accounting education curriculum and determines its significance in youth empowerment. The research seek to determine functional accounting education curriculum for youth empowerment in Edo state.
INTRODUCTION
The primary goal of accounting education is to produce competent and ethical professional accountants capable of making a positive contribution over their lifetimes to the profession and society in which they work. In the face of increasing changes that they will meet later as professional accountants, it is essential that students develop and maintain an attitude of learning to learn, to maintain their competence later as professional accountants .The accounting program curriculum should provide a foundation of professional knowledge, professional skills, and professional values, ethics and attitudes that enable them to continue to learn and adapt to change throughout their professional lives. These capabilities will enable professional accountants to identify problems, know where to find this knowledge and know how to apply it in an ethical manner to achieve
appropriate solutions. The balance of these elements may vary but what is
required is to develop the knowledge base, strong skills and ethical values in order to produce competent professional accountants with appropriate values, ethics and attitudes.
1.1 BACKGROUND OF THE STUDY
The field of accounting offers stimulating and challenging work that is constantly evolving. The accounting education program seeks to prepare the student for a general accounting career and eventual entry to any of the four major fields of accountancy: public practice, commerce and industry, government and education.Specific sample job opportunities are the following:Entry-leveljobs.Public Practice: Auditor, Tax Accountant, Management Consultant, Financial Adviser, Forensic AccountantCommerce and Industry: Cost Analyst, Investment Analyst, Financial Accounting & Reporting Staff, Management Accounting Staff, Tax Accounting Staff, Internal Audit Staff, Financial Analyst, Budget Analyst, Credit Analyst, Cost Accountant.Government: State Accounting Examiner, NBI Agent, Treasury Agent, State Accountant, LGU Accountant, Revenue Officer, Audit Examiner, Budget Officer, Financial Services SpecialistEducation: Junior Accounting Instructor
Middle-level positionsPublic Practice: Senior Audit Manager, Senior Tax Manager, Senior Consulting Manager/Financial Advisory Manager
Commerce and Industry: Comptroller, Senior Information Systems Auditor,
Senior Loan Officer, Senior Fraud Examiner, Senior Forensic Auditor
Government: State Accountant V, Director III and Director IV, Government
Accountancy and Audit, Financial Services Manager, Audit Services Manager, Senior AuditorEducation: Senior Faculty, Accounting Department Chair
Advanced positionsPublic Practice: Partner, Senior Partner, Senior Consultant/Financial Advisor
Commerce and Industry: Chief Financial Officer, Chief Information Officer
Government: National Treasurer, Vice President for Finance/CFO (for
GOCCs), Commissioner, Associate Commissioner, Assistant Commissioner, (COA, BIR, BOC)
Education: Vice President for Academic Affairs, Dean
The research intends to investigate functional accounting education curriculum for sustainable youth empowerment in edo state.
1.2 STATEMENT OF THE PROBLEM
The need to provide sustainable youth empowerment has often being viewed from other dimensions than through accounting education. Accounting education profers numerate and financial skill required for the management and accountability of monetary and other resources needed in both entrepreneurial and large enterprises.The need for a functional accounting educational curriculum is therefore imperative.The problem confronting this research is to determine functional accounting education curriculum for sustainable youth empowerment in edo state.
1.3 RESEARCH QUESTION
1 What is the nature of a functional accounting curriculum
1 What is the significance of a functional accounting education
2 What is the role of functional accounting education curriculum in sustainable youth empowerment in edo state
1.4 OBJECTIVE OF THE RESEARCH
1 To determine the nature of a functional accounting education curriculum
2 To appraise the role of functional accounting education curriculum for sustainable youth empowerment in Edo state
1.5 SIGNIFICANCE OF THE RESEARCH
The research shall profer a new dimensional approach to youth empowerment through functional accounting education curriculum
It shall elucidate the nature of functional accounting education curriculum for youth empowerment
It shall serve a veritable source of information on accounting education curriculum
1.6 STATEMENT OF HYPOTHESIS
1 Ho The level of accounting education in edo state is low
Ho The level of accounting education in edo state is high
2 Ho The level of youth empowerment in edo state is low
Hi The level of youth empowerment in edo state is high
3 Ho The effect of fuctional accounting education curriculum on sustainable youth empowerment in edo state is low
Ho The effect of functional accounting education curriculum on sustainable youth empowerment in edo state is high
1.7 SCOPE OF THE STUDY
The research shallprofer an analytical and theoretical framework of functional accounting curriculum for sustainable youth empowerment in edo state.
1.8 DEFINITION OF TERMS
ACCOUNTING EDUCATION DEFINED
Accounting Education means that education which teaches recording and maintaining books of accounts . This education came in existence after mathematics and Economics science . In the point of facts , if It should be said that above education is the base of accounting education .
In accounting education , we learn what is way of recording our different transactions. With this education , we can calculate our business’s result relating to different transactions and events . It is not easy to find to reward or return on investment made by businessman .
CURRICULUM DEFINED.
The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. An individual teacher’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course.
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AN ASSESSMENT OF STUDENTS’ ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS ACCOUNTING IN EXTERNAL EXAMINATIONS
ABSTRACT
This study focused on the effect of qualification of accounting teachers on performance of Secondary School Student external examinations in Enugu State. Three objectives, research questions and hypotheses each were established, raised and formulated. The study adopted surveying method and a total of seventy teachers and three-hundred fifty students were involved. Two instruments were structural questionnaire and achievement test administered for the teacher and students respectively. The finding of the study revealed that, teacher experience, qualification, workshop, seminar and conference attendance significantly affected students‟ performance in academics leading to the rejection of all the three null hypotheses. Based on the finding, the study revealed that qualification of teachers significantly affected students‟ academic performance. It is recommended that experience teacher with requisite qualification and regular attendance of workshops, seminars and conferences be given priority. The study recommended that workshops, seminars be organized on regular basis to enable academics teachers keep abreast with contemporary happening in their areas of specialization. In addition, in-service training should be provided for academic teachers.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The main impact of education in the society is the provision of knowledge that will integrate individuals and make them to be more meaningful individuals in the society who are capable of solving their problems. Qualified teachers have been seen as an effective instrument towards achieving this effective teaching. It is pertinent to mention here that ineffective and poor teaching in schools in Enugu State and in Nigeria as a whole has continued to cause some havoc by shattering the hope and aspiration of some students, especially the ambitious ones. According to the National Policy on Education (2004), it demands that, the minimum acceptable qualification for teaching should be the National Certificate of Education (NCE). Up from the previous minimum of teachers certificate (Grade II), University graduates in disciplines other than education intending to make career out of teaching are required to obtain a Post-graduate Diploma in Education (PGDE).
Many teachers in sub- Saharan Africa, including Nigeria, are not able to apply modern information technologies in teaching due to computer illiteracy hence they mostly rely on lecture method of teaching (Eboutou et al., 1998; Haambokoma, 2002). Failure to expose learners to hands- on experiences has resulted in their low academic performance especially in the subjects like Mathematics, Basic Science, Accounting, Basic Technology and Agriculture. A study by Adeogun (2001) found that the quality of any education system depends on the quality of teachers. Review of related literature indicates that the most important school based determining factor of students’ achievement is the teacher quality (Rivkin et al., 2005; Aaronson et al., 2007; Harris and Sass, 2008). Therefore, there is need to assess the characteristics of the secondary school teachers in terms of qualification, experience and teaching methodology in order to ensure quality of education given to the students. The teachers should be in-serviced where gaps are identified to enable them to cope with the requirements of the dynamic school curriculum (Murunga et al., 2013).
Ebietomiye (2009) noted that the success of any human endeavour especially in the field of teaching is closely related to the quality of personnel who perform the tasks in the organization. Hence, the need to recruit and utilize professionally qualified teachers in enhancing good performance in secondary School education is essential. Effective teaching is enhanced by well-trained and qualified teachers. The word “teacher” crudely connotes undifferentiated meaning to the extent that any individual that transmits ideas of whatever nature that cause a change or influence the behavioural pattern of the recipient is called a “teacher”. In a strict professional sense, Orstein (2005) sees a teacher as someone that must be professionally trained in a teachers’ training institution or faculty of education in the university, at the end of which he/she is certified to teach and is actually engaged in teaching. Ebietomiye (2009) corroborated this fact on who a professional teacher is. The implication is that, for a qualitative learning and improved academic performance to be ascertained, a qualitative teacher is imperative.
Government, guardians, educators, parents and society at large have been found to be constantly interested in the academic performance of their students (Lydiah and Nasongo, 2009). According to Adeyemi (2010), teachers play an important role in determining the students’ academic performance. There has never been a consensus by researchers on the particular teacher’s factors that influence students’ academic achievement (Rivkin et al., 2005). Study by Njeru and Orodho, (2003) revealed that teachers’ experience and educational qualifications have a significant influence on students’ academic achievement. When conducting research on factors contributing to under achievement of Zambian female students in OLevel Physics examinations, Maguswi (2011) found that lack of qualified teachers of Physics had a significant contribution. Moreover, a study done by Adaramola and Obomanu (2011) in Nigeria found that availability of qualification of teachers led to consistent poor performance of students in most science related subjects.
Orstein (2005) noted that to be a teacher, one must be vested with the objective and skill of teaching acquired through teachers’ institutions and through years of on the- job experience. It is therefore imperative that for any success to be recorded in the academic performance of secondary school students, the issue of teachers’ professionalism and qualification must not be handled with levity hand. The purpose of this study therefore is to investigate effect of qualification of teachers on academic performance of students in secondary schools in Enugu South, Local Government Area of Enugu State, Nigeria. To find out whether the students taught by National Certificate in Education (NCE) holders or Bachelor in Education (B.Ed) certificate holders performed better than their counterparts taught either by holders of Higher National Diploma (HND) or Bachelor of Science (B.Sc.) degree in their subject areas.
1.2 Statement of the Problem
Teachers are considered as the main pills of our educational system. The personal and professional development of teachers puts direct impact on student achievement. In government schools teachers are very old but academic course change every year. No proper trainings are conducted to update the knowledge of the teacher, still having low qualification and use the typical style to teach the students. Mostly teachers know little or nothing about the new concepts included in the new curriculum. Qualification of teachers are recruited who cannot manage the process of teaching and learning in schools effectively which is reflection in the poor performances of students and consequently brings dissatisfaction among parents regarding the performance of government schools. This is especially worrying because poor instruction and ineffective teaching reduces the demand for education which in turn reduces the pool of qualified teachers.
For many years in Enugu State, Nigeria, there has been concern about the problems faced by most teachers in secondary schools. The problems include: poor teaching techniques, insufficient training, inadequate facilities provided by the government and inappropriate communications language. It is in view of this, the researcher therefore aimed at looking into the effect of qualification of teachers on academic performance of students in secondary schools in Enugu South, Local Government Area of Enugu State, Nigeria.
The research study aimed to investigate the effect of qualification of accounting teachers on the performance of Secondary School students external examinations in Enugu State. The present study sets out to achieve the following objectives:
1. To find out whether qualification of teachers affects Secondary School student’s performance in external exams in Enugu state.
2. Whether teachers‟ experience in teaching affects Secondary school students‟ academic performance in Academics, in Enugu state
3. Whether teacher attending workshops, seminars and conferences affect Secondary School Students‟ academic performance in Academics in the state.
The study attempts to find out answers to the following questions:
1. Do qualification of teachers affect secondary school student’s academic performance in Academics in Enugu state?
2. Does teacher’s experience affect secondary school students‟ performance in Academics in Enugu State?
3. Do teacher’s training/attendance of workshops, seminars and conferences affects secondary school students‟ academic performance in Academics in the state?
Based on the above research questions, the researcher stated the following as the research hypotheses:
Ho1 There is no significant relationship between qualification of teachers and student‟s academic performance in Secondary School students in Enugu State.
Ho2. There is no significance relationship between the teachers‟ teaching experience and their students‟ academic performance in Academics in Enugu state.
1.6 Significance of Study
This study will be useful to both teachers and students who may want to know the factors that could make or mar student’s academic performance. Understanding classroom climate variables will allow for professional developments for teachers in focus on areas to increase student achievement. Understanding the importance of teachers and their impact on student performance will help school administrators at secondary schools retain teachers to make their teachings student centered. The study findings would also guide schools’ management committees to employ school teachers who have the right mix of different teacher characteristics and is expected to assist physics teachers in the teaching of physics to enhance students’ achievement. This research will contribute to existing knowledge in entrepreneurship education literature, by developing an intention model that will be useful for researchers in undertaking further research on related areas of study.
1.7 Scope of the Study
This study investigates the effect of qualification of teachers on academic performance of students in secondary schools in Enugu South, Local Government Area of Enugu State, Nigeria. It will therefore cover four selected secondary schools students from the Eastern, Western, Northern and Southern areas of the Local Government. The variables of interest would be qualification of teachers and academic performance. While unqualified teacher is the independent variable, academic performance is the dependent variable.
1.8 Limitation of the Study
Limitation of the study is an aspect of the study which the researchers knows that may affect the authenticity of the result but over which the researcher has no control, in other words, something is not as good as it should be, but the researcher cannot do anything about it. The limitations include:
1. The method of data collection reduced the authenticity of data collected. Triangulation is necessary through the use of other methods of data collection such as observation, rating, scale, questionnaire, interviews and so on.
2. Time constraints, the study was carried out in only four schools in Enugu South, Local Government Area of Enugu State due to inadequate time for the researcher to carry out the research and also focus on his/her academic
1.9 Definition of Terms
The following terms were used during the cause of the study.
Academic Performance: Scores attained in form one end of year examination.
Universal Basic Education Commission means committee responsible for co-ordinating and implementation of the programme (universal basic education) at the states and local Governments through the state universal basic education commission of each state and local Government education authorities, the commission was established on 7th Oct., 2004.
Qualification of teachers means teachers posting to schools lacking the proper, necessary or required qualification to handle teaching activities and other school responsibilities effectively.
National Certificate on Education means a certificate examination awarded to an individual who attends and passes the required skills, qualified to teach in both secondary and secondary schools educational levels.
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After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
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Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
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INFORMATION:
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Evaluation of Teachers’ Attitude and Competence Towards
Implementation of Continuous Assessment Among
Adolescents in Ifako Ijaye Local Government Area
A b s t r a c t
Students’ assessment is an effective way of monitoring academic progress of any academic programmes. assessment could either be one-short (which is conducted at the end of term, semester or session) or continuous process, which takes place concurrently as the programme progresses in order to diagnose students’ performance. However, the National Policy stipulates that educational assessment should in our schools be based on continuous assessment. Based on this, this study evaluated teachers’ attitude and competence towards implementation of continuous assessment among adolescents in IfakoIjaye local government area of Lagos State. The study is a correlational study. The population for the study consisted of all adolescents in SS2 in Ifako-Ijaiye LGA. Muiti- stage sampling techniques was used to select four schools and two hundred and forty (240) participants comprising males and female’s respondents. A self-developed questionnaire titled Teachers’ Attitude and Competence Towards Implementation of Continuous Assessment Questionnaire (TACTICAQ) was used as for data collection. The instrument has a reliability coefficient of 6.74 when tested during the pilot study. four (3) research questions and hypotheses were formulated and tested at 0.05 level of significance to guide the study. Empirical findings from the study revealed that teachers’ competence and attitude towards continuous assessment does not significantly impact on the implementation of continuous assessment in the study area. The study recommends among others that the school authorities should organize meetings and capacity building workshops which should be geared towards improving teachers skills and the expected attitude towards continuous assessment.
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Evaluation of Continuous Assessment and Accounting Students’ Academic Achievement in Senior Secondary Schools in Rivers
Abstract: The study evaluated continuous assessment and accounting students’ academic achievement in senior secondary schools in Rivers State. A survey, causal-comparative research design was adopted. A population of 120 Accounting students was selected from three senior secondary schools in Rivers State. The entire population was used as sample because of its small size and no sampling technique was required from the population. Instruments titled ‘Continuous Assessment Questionnaire’ (CAQ) and ‘Accounting Students’ Academic Achievement Questionnaire’ (ASAAQ) was developed. The instrument was validated by experts in the field of Measurement and Evaluation, while the reliability of the instruments were established by the calculation of Pearson’s Product Moment Correlation to obtain an index of 0.72. Means and standard deviations were used in answering the research questions, while the Pearson’s Product Moment Correlation analysis was used to test the null hypotheses at 0.05 alpha level. It was found that there is a significant relationship between assignment, teacher made tests, field projects and accounting students’ academic achievement in senior secondary schools in Rivers State. The study thus concluded that continuous assessment or schoolsbased assessment should test the total growth of students in the non-scholastic areas and therefore should be built into the teaching-learning process. Therefore it was recommended that higher institutions of learning should train teachers on how to effectively supervise their students during field project writing, develop and construct teacher made tests, and that seminars, conferences and workshops should be organized by the government to really sensitize the importance of classroom assessment to the students using assignment.
CHAPTER ONE
INTRODUCTION
Background of the study
In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. This is because, education represents a fundamental and an indispensable tool for industrializations and development of every nation which is moving through assessment of individual or learners in the classroom or even beyond (Ukuije, 2001). Assessment can also be said to be any procedure or activity that is designed to collect information about the knowledge, attitude, or skills of the learner or group of learners. In the view of Omoifo (2006), what is termed “assessment in many schools today is summative, final, administrative, rigorous and content-driven rather than formative, diagnostic, private, suggestive and goal oriented, as such can be regarded as grading.” Summative assessment entails the focus on final examinations by teachers, parents and students. Surprisingly, formative assessment is geared towards the consolidation of students‟ performance in the final examinations rather than inculcating students with problem solving, critical thinking, and life skills. When carried out as an ongoing process, assessment is known as Continuous Assessment (CA).
Continuous Assessment is a formative evaluation procedure concerned with finding out, in a systematic manner, the over-all gains that a student has made in terms of knowledge, attitudes and skills after a given set of learning experience (Ogunnyi, 2004). It is not simply continuous testing, continuous assessment does not solely depend on formal tests rather it is more than giving a test as it involves every decision made by the teacher in class to improve students’ academic achievement. In assessing accounting students’ academic achievement, continuous assessment may take different forms such as assignment, teachers made tests, projects, classroom presentations etc. Ogunnyi (2004) noted that continuous assessment is cumulative in that any decision made at any time about any student takes cognizance of the previous decision made about him. Continuous assessment also provides the student with maximum opportunities to learn and to demonstrate from time to time the knowledge, the skills and the attitudes that they have during the teaching-learning process.
Webb and Briars (2010) asserted that continuous assessment must be an interaction between the teacher and the students with the teacher continually seeking to understand what a student can do and how a student is able to do it. Yoloye (2011) also pointed out that continuous assessment is only a part of the field of educational evaluation. He further argues that continuous assessment is a method of evaluating the progress and achievement of students in educational institutions. This means that continuous assessment could be used to predict future students’ academic achievement in the final examinations and the possible success at the work place or on a particular job. By using the classroom as an assessment, the teacher is able to diagnose students problems, judge academic learning and progress, provides feedback and incentives thus place a student at the appropriate level. Thus, in secondary schools, assessment of accounting students’ academic achievement in the classroom has been an integral component of the teachinglearning process of accounting especially in secondary schools because there is much effort by the teacher to teach a lot of accounting content to students.
Theoretically, Ivan Pavlov (1929-1936) in his conditioning theory of Classical Conditioning concluded that a dog learnt to salivate whenever a bell was rung. He undertook many trials and each time the bell was sounded the dog salivated and food was simultaneously presented. The conditioning theory has therefore been adopted to inform this research because it was assumed that students in secondary schools obtained good grades whenever subject matter/content was taught, followed by many continuous assessment (trials) exercises. Pavlov suggested a Conditioned Response (CR) that refers to student’s reactions that develop as result of training/teaching in this study. A Conditioned Stimulus (CS) refers to incentives that evoke CR through training/teaching. Thus, it was assumed in this study that accounting students’ attainment of good grades was the Conditioned Response (CR), continuous assessment was the Conditioned Stimulus (CS), and teaching was the Unconditioned Stimulus (US). According to Onuka (2006), there is a need to use a variety of instruments to effectively measure accounting students’ traits and their results are used to assist the students to improve themselves. Lewin (2011) opined that over the years, various attempts have been made in many countries to improve the quality of examinations through the provision of continuous assessments. This is because continuous assessment is being used increasingly as a strategy to prepare accounting students for examinations. For instance, the results obtained from continuous assessment can be used to identify the students’ weak areas so that teachers can give them special support in those areas.
In other words, continuous assessment results can also inform decision-making in terms of determining as to whether students should be promoted from one class to another. Continuous assessment or schools-based assessment should test the total growth of students in the non-scholastic areas and therefore should be built into the teachinglearning process (Graume & Naidoo, 2014). This implies that helping students acquire the needed knowledge and skills would require changes in the public examination system and assessment techniques at the schools and classroom levels. In order to improve accounting students’ academic achievement, the assessment process had to be an essential ingredient of the overall instructional process. This assessment subsumes test, measurement and evaluation of the cognitive, psychomotor and effective skills (Brown, 2013, & Denga, 2017).
Accounting students’ academic achievement is accomplished through individual assessment of the student using examinations, teacher made tests, field projects, presentations etc. as such classroom assessment gives a more valid and reliable measure of their academic achievement in overall activity than a single examination. In contrary, assessment is a persistent problem in the process of teaching and learning which is why a single all round examination is not good enough and hence classroom assessment becomes imperative, that is why this study seeks to evaluate continuous assessment and accounting students’ academic achievement in senior secondary schools in Rivers State.
Purpose of the Study: The aim of this study is to evaluate continuous assessment and accounting students’ academic achievement in senior secondary schools in Rivers State. In specific terms, the objective of the study is to;
1. Evaluate the extent to which assignment relate to accounting students’ academic achievement in senior secondary schools in Rivers State.
2. Ascertain the extent to which teacher made tests relate to accounting students’ academic achievement in senior secondary schools in Rivers State.
3. Find out the extent to which field projects relate to accounting students’ academic achievement in senior secondary schools in Rivers State.
Research Questions: The following research questions were raised in the study:
1. To what extent does assignment relate to accounting students’ academic achievement in senior secondary schools in Rivers State?
2. To what extent does teacher made tests relate to accounting students’ academic achievement in senior secondary schools in Rivers State?
3. To what extent does field projects relate to accounting students’ academic achievement in senior secondary schools in Rivers State?
Hypotheses
The following formulated hypotheses were tested at 0.05 alpha level.
(i) There is no significant relationship between assignment and accounting students’ academic achievement in senior secondary schools in Rivers State.
(ii) There is no significant relationship between teacher made tests and accounting students’ academic achievement in senior secondary schools in Rivers State.
(iii) There is no significant relationship between field projects and accounting students’ academic achievement in senior secondary schools in Rivers State.
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After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
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Account Name: AMUTAH DANIEL CHUKWUDI
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FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
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THE PROBLEMS AND PROSPECTS OF TEACHING ACCOUNTING IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Accounting could be referred to as that area of vocational education that offers to courses in economic, commerce, book keeping, accounts, business mathematic typing and shorthand.
The international dictionary of education (1979) refers to it as both commercial studies and accounting . The dictionary sees the commercial studies of education as the area that comprises such school subjects as typewriting, shorthand, book keeping and elementary accounting at defines accounting a studies of commerce and management subjects.
This definition however does not indicate the level of education at which the title should be used.
The difference in title is a matter of sentiment which does not in any way determine the content of the courses at the various levels of education.
In the secretary school in Nigeria the course is regarded as accounting but in the higher levels, in colleges and universities it is known as Accounting or management science which covers subjects as well as related courses like business law, business management, accountancy, marketing data processing and computer.
Under the new system in education, these subjects are not studies in isolation in the junior secondary school. As a result of this problem, there has been less interest and motivation on the part of the students who offer business subjects in schools.
1.2 STATEMENT OF THE PROBLEMS
Accounting in Nigeria is at its developmental stage at the initial introduction of this course into our education system there was no interest nor motivation from the government. According to Nsofor (1979) “The government was not only uninterested in including commercial subjects in the educational curriculum it made a deliberate and calculated attempt to frustrate the efforts of come of the philantiopicts”. Due to lack of attention which accounting received at the introduction stage, efforts by the private proprietors no attention to crumple down. The proprietors gave no attention to the training of business teachers. This may be due to professional complications and financial burden which were not within their reach.
It is discouraging to note that despite all the problem accounting faces at the earlier stage and the opportunities at had offended to the country, much has not been done to improve the situation. Schools, students still today lack qualified business teachers which may be as a result of the period of former inadequate when compared with the complexities and dynamic nature of knowledge required. A major problems that face accounting today is lack of equipment which are very necessary for proper mastery of the subject. As a result of these problems, there has been less interest and motivation on the part of the students who offer business subjects in school.
Another problems which will inhibit a smooth teaching of accounting in secondary school is lack of libraries. The important of which cannot be over emphasized nor will not occupy lengthy discussion in this work..
1.3 PURPOSE OF THE STUDY
The purpose of this study is to find out the problems and prospects of teaching and learning accounting in secondary schools in Nuskka educational zone of Enugu state.
These include the following.
To identify the problems of teaching and learning accounting in secondary school in Nsukka Educational Zone of Enugu state.
To find out if such problems test in Nsukka Educational Zone of Enugu state
To know the extent of these problems if they exist
To recommend actions to be taken to prevent or avoid/reduce future problems of teaching and learning accounting in Nsukka Educational zone of Enugu State.
1.4 RESEARCH QUESTIONS
a. Does lack of accounting teachers affect the teaching and learning of accounting subject
To what extent are materials and equipment available for the teaching and learning of accounting in the secondary schools.
Does lack of fund contribute to ineffective teaching and learning of accounting in the secondary schools.
1.5 PURPOSE OF THE STUDY
The purpose of the study is to research, look deeply and to find out the teaching and learning of accounting in secondary schools. It also attempt to blend the differing view points in such a ways as to stimulate interests not only in the casual readers.
1.7 SIGNIFICANCE OF THE STUDY
The significance of this study definitely lies on the hope that an early identification of the existing problem in the teaching of accounting in secondary school call per measures to be adopted to eradicate them from the grass root. This will not doubt place the students on the right state with other areas to studies,
It would serve as a reference point for further research not will also assist the government and the people in designing future educational policies to meet the need of the people.
1.8 PROBLEMS OF BUSINESS EDUCATION
Accounting in Nigeria is at it development stages.
At the limited introduction of this course into our educational system. There was no interest nor motivation from the government.
According to Nsofor (1979) “The government was not only uninterested in including commercial subjects in the educational curriculum. It made a deliberate and calculated attempts fir frustrate the effort of some of the philanthropists.
Due to lack of attention which accounting received at the introduction stage, the efforts by the private proprietors stated to crumple down. The proprietors gave no attention to the training of business teachers. This may be due to professional complications and financial burden which were not within their reach.
Another problem that face accounting today is lack of equipment which are very necessary for proper mastery of the subjects.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420