Effect of guided discovery approach on financial accounting achievement among secondary school students

Umar Inuwa

Abstract


This study examines the effect of the guided discovery approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design is adopted where 120 students from six randomly selected schools participate in the study. The students are equally divided into two groups, namely, experimental (i.e., guided discovery approach) and control group (i.e., conventional approach), both at random. The instrument used for data collection is the Financial Accounting Achievement Test (FAAT). We found that there is no statistically significant difference between the pre-test mean achievement score of guided discovery students and the conventional approach students at the pre-test stage, suggesting that the students are equal in terms of their achievements at the initial stage. Nonetheless, at the post-test stage, the mean achievement score of students exposed to the guided discovery approach is significantly better than the mean achievement score of students exposed to the conventional approach. The finding suggests guided discovery as an effective approach to enhance the financial accounting achievement of secondary school students. Therefore, it is recommended that government encourage both curriculum planners and secondary schools’ teachers to adopt a guided discovery approach as an instructional approach for teaching financial accounting in secondary schools to improve students’ achievement in the subject.


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