CHAPTER ONE

1.1 BACKGROUND OF THE STUDY

Financial accounting is one of the vocational subjects taught at senior secondary schools in Nigeria, aiming at equipping students with professional knowledge and skills.

According to the West African Examination Council (2004), financial accounting is the most popular vocational subject offered in senior secondary schools in Nigeria. The objectives of teaching financial accounting in senior secondary schools are to enable the students to appreciate basic accounting practices, principles, and their applications in modern business activities, and to prepare students to further study in accounting and related courses at the higher institutions (National Examination Council, 2004).

The financial accounting subject is very imperative to the Nigerian economy as it provides the basis for preparing future entrepreneurs, accountants, managers, and financial controllers (Francis, 2014). Despite contribution of the subject financial accounting to the Nigerian economy, the achievement of secondary school students in this subject is far from impressive, especially in their national examination (Adeleke, Binuomote, & Adeyinka, 2013; Mohammed, 2011). However, Ezeagba (2014) and Mohammed (2011) observed that the major factor contributing to students’ failure in financial accounting is the predominant use of conventional teaching approach where teacher dominates the class and does not encourage students to participate in the learning process. Equally, there are arguments in the existing literature (see, for example, Abimbola & Abidoye, 2013; Dantani, 2012; Ekeyi, 2013) that conventional method is less effective in improving the achievement of students. This is due to the fact that the students are not fully involved in the learning process. Moreover, it is asserted by Akintelure in 1998 that the subject financial accounting is not learnt by memorization of accounting rules and principles, rather it requires the full participation of students in the learning process.

The use of predominant teaching method (i.e., conventional approach), which involves telling, reading, and memorizing of concepts, has failed to address the issue of low students’ achievement in secondary school (Kohle, 2002). Hence, there is need for appropriate instructional method for teaching financial accounting in order to address the massive and consistent failure of secondary schools students in the subject. Furo, Abdullahi, and Badgal (2014) suggested that projects or demonstration method could be appropriate for teaching the students of primary and secondary schools because it encourages adequate participation of students in the learning process. At present, no published study examined the effect of demonstration method on the achievement of secondary school students in financial accounting. Hence, the present study addresses this gap by examining the demonstration and projects teaching method effect on students’ achievement in financial accounting in Nigeria.

1.2   STATEMENT OF THE PROBLEM

It has been observed by the existing studies (see, for example, Adeleke, Binuomote, & Adeyinka, 2013; Ezeagba, 2014; Mohammed, 2011; Osuala, 2004) that the achievement of senior secondary school students in the subject financial accounting over the years, has persistently remained discouraging, especially in their national examination. The annual release of financial accounting results in the national examination has justified the claim of the government and parents as well as the problematic nature of low financial accounting achievement among secondary school students in Nigeria (Akinsolu, 2010; Alexander, Sunday, & Kola, 2012). Previous studies (see, for example, Adeyemi, 2002; Alebiosu, 1998; Bilesanmi-Awoderu, 2006) have argued that the quality of teaching method used by the secondary school teachers is a key determinant of students’ achievement. Similarly, the massive and consistent failure recorded among secondary school students in national examinations are mostly due to the teaching method employed by the teachers (Afolabi & Akinbobola, 2009; Akinolu, 2006; Aremu & Sokan, 2008; Ezeagba, 2014) and the persistent use of the conventional teaching approach approach where teacher dominates the class and does not encourage students to participate in the learning process (Cheung, 2007; Mohammed, 2011). Finally, several researches have been carried out on the effect of projects teaching methods on students’ achievement and interest in basic science but not even a single research has been carried out on the effect of projects and demonstration teaching method on senior secondary school students’ academic achievement and retention in financial accounting.

1.3   AIMS AND OBJECTIVES OF STUDY

The main aim of the study is to determine the effect of projects and demonstration teaching method on senior secondary school students’ academic achievement and retention in financial accounting. Other specific objectives of the study include;

1. to determine the difference between demonstration and projects method of teaching and their effect on the academic achievement and retention in financial accounting.
2. to determine the academic achievement and retention of female financial accounting students using the demonstration and projects method of teaching.
3. to determine the academic achievement and retention of male financial accounting students using the demonstration and projects method of teaching.
4. to proffer possible solution to the problems.

1.4   RESEARCH QUESTIONS               

1. What is the difference between demonstration and projects method of teaching and their effect on the academic achievement and retention in financial accounting?
2. What is the academic achievement and retention of female financial accounting students using the demonstration and projects method of teaching?
3. What is the academic achievement and retention of male financial accounting students using the demonstration and projects method of teaching?
4. What are the possible solutions to the problems?

1.5   STATEMENT OF RESEARCH HYPOTHESIS

H0: there is no variation in the rate of assimilation and retention among student in financial accounting under projects and demonstration method teaching

H1: there is variation in the rate of assimilation and retention among student in financial accounting under projects and demonstration method teaching.

1.6   SIGNIFICANCE OF STUDY

The study on the effect of projects and demonstration teaching method on senior secondary school students’ academic achievement and retention in financial accounting  will be of immense benefit in the sense that it would allow the teachers of financial accounting  to use the method of teaching that is best fit for the teaching of financial accounting  and which would equally be beneficial to both gender. The study will also make it possible for the employer to hire teachers who are competent and qualified to instruct students in financial accounting. The study will also enable the pupils to engage in whatever approach is employed and allow themselves to be effectively taught by the professors. Finally, the study will contribute to the body of existing literature and knowledge to this field of study and knowledge to this field of study and basis for further research.

1.7   SCOPE OF STUDY

        The study on covered on the effect of projects and demonstration teaching method on senior secondary school students’ academic achievement and retention in financial accounting.

1.8   LIMITATION OF 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

STUDENT:       A student is primarily a person enrolled in a school or other educational institution who attends classes in a course to attain the appropriate level of mastery of a subject under the guidance of an instructor and who devotes time outside class to do whatever activities the instructor assigns that are necessary either for class preparation or to submit evidence of progress towards that mastery. 

ACHIEVEMENT:      A thing done successfully with effort, skill, or courage.

RETENTION:   The ability to keep or continue having something

PROJECT TEACHING METHOD: Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge

DEMONSTRATION METHOD TEACHING: A method demonstration is a teaching method used to communicate an idea with the aid of visuals such as flip charts, posters, power point, etc. A demonstration is the process of teaching someone how to make or do something in a step-by-step process. As you show how, you “tell” what you are doing.