Authors :
Olusola-Fadumiye Titilope Olufunke; Jamalludin B Harun
Volume/Issue :
Volume 6 - 2021, Issue 7 - July
Google Scholar :
http://bitly.ws/9nMw
Scribd :
https://bit.ly/3hN3FAd
Abstract :
The aim of this study was to investigate the
effects of computer-based teaching strategy on the
academic performance of Financial Accounting students
in Nigeria. There seems to be an increasing concern
among teachers of financial accounting on how to teach
the subjects effectively with traditional method following
the observation that in financial accounting, students
have an average performance in senior secondary school
examinations, because of a lack of understanding about
the use of innovative teaching approaches for
improvement of the quality and standard of teaching
where teachers do not attend workshops, seminars and
conferences. Therefore, as a result of the rapid
development of information and communication
technology, the use of computers in accounting education
has become inevitable and the best example of the
integration of technology is the Computer-Based
teaching strategy to enhance the students’ academic
performance excellently and to be well maximized. The
study's pre-test, post-test, and control group were
designed in a quasi-experimental approach type. The
students in this study were all Financial Accounting
students in Ekiti State's co-educational public senior
secondary schools. One hundred and twenty SSS I
Financial Accounting students were sampled for the
study. To collect data for the study, a researcher-created
instrument known as the Financial Accounting
Achievement Test (FAAT) was utilized. Face and content
validity were used to determine the instrument's validity,
and the test-retest technique was used to verify the
instrument's reliability. Using Pearson's Product
Moment Correlation analysis, a reliability coefficient of
0.75 was obtained. For the general questions stated, the
data was analysed using mean and standard deviation,
while t-test statistics and Analysis of Covariance
(ANCOVA) were used to test the hypotheses formulated.
The results revealed that there is no significance
difference between the mean scores of financial
accounting students exposed to computer-based teaching
strategies and control group. At the 0.05 level of
significance, all hypothesises was tested. The results
showed that using a computer-based teaching method
enhances students' performance in Financial
Accounting. Based on the findings, it was recommended
that Financial Accounting teachers should enhance the
instructional process by deliberate use of Computedbased teaching strategy in the learning process in order
to facilitate the high level of students’ achievement in
Financial Accounting. Curriculum planners should
incorporate Computed-based teaching strategy into its
implementation to impact knowledge to the students
towards enhancing better attitude of the students
towards Financial Accounting and facilitate higher
achievement in the subjects.
Keywords :
Computer-Based, Teaching Strategy, Academic Performance, Financial Accounting
The aim of this study was to investigate the
effects of computer-based teaching strategy on the
academic performance of Financial Accounting students
in Nigeria. There seems to be an increasing concern
among teachers of financial accounting on how to teach
the subjects effectively with traditional method following
the observation that in financial accounting, students
have an average performance in senior secondary school
examinations, because of a lack of understanding about
the use of innovative teaching approaches for
improvement of the quality and standard of teaching
where teachers do not attend workshops, seminars and
conferences. Therefore, as a result of the rapid
development of information and communication
technology, the use of computers in accounting education
has become inevitable and the best example of the
integration of technology is the Computer-Based
teaching strategy to enhance the students’ academic
performance excellently and to be well maximized. The
study's pre-test, post-test, and control group were
designed in a quasi-experimental approach type. The
students in this study were all Financial Accounting
students in Ekiti State's co-educational public senior
secondary schools. One hundred and twenty SSS I
Financial Accounting students were sampled for the
study. To collect data for the study, a researcher-created
instrument known as the Financial Accounting
Achievement Test (FAAT) was utilized. Face and content
validity were used to determine the instrument's validity,
and the test-retest technique was used to verify the
instrument's reliability. Using Pearson's Product
Moment Correlation analysis, a reliability coefficient of
0.75 was obtained. For the general questions stated, the
data was analysed using mean and standard deviation,
while t-test statistics and Analysis of Covariance
(ANCOVA) were used to test the hypotheses formulated.
The results revealed that there is no significance
difference between the mean scores of financial
accounting students exposed to computer-based teaching
strategies and control group. At the 0.05 level of
significance, all hypothesises was tested. The results
showed that using a computer-based teaching method
enhances students' performance in Financial
Accounting. Based on the findings, it was recommended
that Financial Accounting teachers should enhance the
instructional process by deliberate use of Computedbased teaching strategy in the learning process in order
to facilitate the high level of students’ achievement in
Financial Accounting. Curriculum planners should
incorporate Computed-based teaching strategy into its
implementation to impact knowledge to the students
towards enhancing better attitude of the students
towards Financial Accounting and facilitate higher
achievement in the subjects.
Keywords :
Computer-Based, Teaching Strategy, Academic Performance, Financial Accounting
