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A COMPARATIVE STUDY ON THE EFFECT OF GUIDED DISCOVERY AND DEMONSTRATION METHOD ON ACADEMIC ACHIEVEMENT OF STUDENTS IN ACCOUNTING EDUCATION (A CASE STUDY OF SPECIAL SCIENCE SECONDARY SCHOOL, MAKURDI, BENUE STATE)

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 Format: MS WORD ::   Chapters: 1-5 ::   Pages: 56 ::   Attributes: Questionnaire, Data Analysis, Abstract ::   525 people found this useful

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CHAPTER ONE

INTRODUCTION

  1. BACKGROUND OF THE STUDY

Accounting education is one of the social science subjects which occupy a prominent place in the school Curriculum because it addresses the needs of majority through its relevance and functionality in content, practice and application (Akinbobola and Afolabi 2009). The study of accounting education entails the learning of concepts, established principles, laws, theories and substantial laboratory work. Accounting education plays a very important role in the development of a nation, which can be seen in the economy and the standard of living of nations. In spite of the importance and utility value of Accounting education to man, it appears as if Accounting education is not being taught and presented to students in a way by which the goals of studying the subject would be achieved (Oloyede 2004). An appraisal of the current trend in classroom practices shows that the dominant method used in teaching science and mathematics is teacher-centered which tends to emphasize rote learning rather than meaningful learning (Bamidele and Oloyede 2013).This method of teaching has failed to promote genuine accounting education understanding, students’ active participation and independent works. According to Olorundare and Aderogba (2009), unless a teacher adopts suitable strategies and engage the students actively in the classroom, the students will continue to perform poorly in the sciences because students learn better, when they are actively involved in the teaching and learning processes. Irinoye, et. al (2015), to facilitate meaningful learning, students are supposed to learn for their own sake through hands –on and minds-on meta-cognitive approaches, memorization leads to regurgitation of facts, poor retention ability and non-transfer of knowledge all that served as evidence of lack of understanding thus cannot promote self-reliance. For teaching and learning to be effective, the teacher must be skillful in the selection and utilization of appropriate teaching strategies. Teaching strategy comprises of the principles and methods used for instruction. This falls into two categories; teacher-centred approaches and student-centred approaches. Some goals are better suited to teacher-centred approaches while others clearly need student centred approaches. Teacher-centred instruction has been criticized as ineffective and grounded in behaviourism; however, this is not the case if delivered effectively (Ogwu, 2002). Any good teaching method should have the ability to hold the students’ interest and attention until the lesson is over. Knowledge of teaching methods in addition to their application results in effective teaching and learning. Accounting education teachers therefore need to be methodologically flexible if the needs, interest and aspirations of students must be met. Research studies have also indicated that, some factors are responsible for students’ poor performance in accounting education. The most common factor identified were the inappropriate, uninspiring and non- innovative teaching methods and strategies adopted by some teachers (Akeju, 2001; Bamidele, and Oloyede 2013; Adeyemo, 2004; Adegbola, 2005; Adedeji, Oloyede, Bamidele and Bada, 2012). It was maintained that, if novel teaching methods were employed in teaching the students accounting education, the students will perform wonderfully well. Teachers must continue to organize instruction by using learner-centered strategies that will facilitate learning. Guided discovery learning is intrinsically motivating and thus promotes the comprehension of inquiry. Guided discovery is a method of instruction through which students interact with their immediate environment by exploring, manipulating objects, wrestling with questions and controversies, or performing experiments (Akinbobola and Afolabi 2009). It is posited that, students are more likely to remember concepts they discover on their own than those they are taught. This is the constructivist based approach to education. Guided discovery incorporates three models (Wikipedia, 2009):

I. Problem solving: This Model relates to the ways in which students expand their intellect, encountering the environment, processing the data obtained and reorganizing one’s own knowledge. It uses small group activities, committee activities, individual study and investigation.

II. Learner Management: The learning must be learner-driven so that participants working alone or in small teams can learn at their own pace.

III. Integrating and Connecting: Learning must encourage the integration of new knowledge into the learner’s existing knowledge and clearly connect to the real world. The role of the teacher in an integrated teaching and learning environment is to assist students with making connections and therefore finding meaning through an educational process. This teaching strategy is certainly useful in keeping with the goals of integration to teach and learn about our world and the knowledge and skills necessary to act responsibly within and upon it.

According to Ugwuanyi (1998), discovery approach results in appropriate cognitive and affective learning simultaneously. He stated that, discovery is a success experience that reinforces the appropriate attitude and value. Umoh and Etuk (2003) define demonstration as a process whereby a person does something in the presence of others in order to show them how to do it or to illustrate a principle. Ewona (2002) opined that, demonstration is one of the best methods for teaching science as it promotes the development of skills and proficiency in performing some specific acts. For example, a science teacher may teach an idea by performing an experiment for students. Demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning. Although guided discovery and demonstration techniques have been found to enhance students’ performance in science, however, there is a need to examine which of these two teaching techniques will better improve students’ performance in accounting education among secondary school students

  1. STATEMENT OF THE PROBLEM

Most teachers are ignorant of various teaching methods to improve student’s achievement in accounting education. The introduction of the method of guided discovery and demonstration method was meant to help improve students’ performance but one of the problems facing the use of this method is lack of teachers’ exposure on how to use various teaching methods. Another problem identified is lack of adequate funding in the provision of instructional materials for effective teaching and learning of accounting education.

1.3 AIM AND OBJECTIVES OF THE STUDY

The aim of the research work is to carry out a comparative study on the effect of guided discovery and demonstration method on academic achievement of students in accounting education. The objectives of the study are:

  1. To examine the effectiveness of guided discovery and demonstration method in teaching and learning accounting education in special science secondary school, makurdi
  2. To examine whether there is variation in academic achievement in accounting based on gender using guided discovery and demonstration method in special science secondary school, makurdi
  3. To compare student academic achievement in accounting under guided discovery and demonstration method in special science secondary school, makurdi
  4. To identify the factors affect the use of guided discovery and demonstration method in teaching and learning accounting education in special science secondary school, makurdi
  5. To recommend ways to improve students’ academic achievement using guided discovery and demonstration method  

1.4 RESEARCH QUESTIONS

The following research questions guide the objectives of the study:

  1. What is the effectiveness of guided discovery and demonstration method in teaching and learning accounting education in special science secondary school, makurdi?
  2. Is there any variation in academic achievement in accounting based on gender using guided discovery and demonstration method in special science secondary school, makurdi?
  3. What is the difference in student academic achievement in accounting under guided discovery and demonstration method in special science secondary school, makurdi?
  4. What are the factors affect the use of guided discovery and demonstration method in teaching and learning accounting education in special science secondary school, makurdi?
  5. What are the ways to improve students’ academic achievement using guided discovery and demonstration method?

1.5 STATEMENT OF THE HYPOTHESIS

H0: there is no significant difference in academic achievement in accounting education under guided discovery and demonstration method of teaching

H1:  there is significant difference in academic achievement in accounting education under guided discovery and demonstration method of teaching

1.6 SIGNIFICANCE OF THE STUDY

The study on a comparative study on the effect of guided discovery and demonstration method on academic achievement of students in accounting education will be of immense benefit to the special science secondary school, makurdi, Benue State. The study guide the management of secondary schools in area of decision making on the types of teaching methods that is best suited for teaching and learning accounting. The findings of the study will also ascertain the difference in academic achievement in accounting education under guided discovery and demonstration method of teaching. The study will also serve as a repository of information to other researchers and students that desire to carry out similar research on the above topic. Finally the study will contribute to the body of the existing literature on a comparative study on the effect of guided discovery and demonstration method on academic achievement of students in accounting education.

1.7 SCOPE OF THE STUDY

The study covers on a comparative study on the effect of guided discovery and demonstration method on academic achievement of students in accounting education with focus on special science secondary school, makurdi, Benue State

1.8 LIMITATION OF THE STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work

1.9 DEFINITION OF TERMS

ACCOUNTING: Accounting or Accountancy is the measurement, processing, and communication of financial and non financial information about economic entities such as businesses and corporations

ACCOUNTING EDUCATION: Accounting education can be considered as experience, as practice in learning to learn, and as part of education for business

GUIDED DISCOVERY: Guided discovery, also known as an inductive approach, is a technique where a teacher provides examples of a language item and helps the learners to find the rules themselves

DEMONSTRATION METHOD: Demonstration method of teaching and learning is a method in which teachers dramatize topics to be taught by either the use of items or recorded materials

 

 


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Paper Information

Format:ms word
Chapter:1-5
Pages:56
Attribute:Questionnaire, Data Analysis, Abstract
Price:₦3,000
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