Effects of Co-Operative and Problem–Based Learning on Achievement of Secondary Students in Financial Accounting in Akoko-Edo, Edo State, Nigeria

Abstract

This study investigates the impact of cooperative-based learning on the academic performance of secondary school students in financial accounting within Edo State, Nigeria. The research comprises dual objectives, a pair of research queries, and two null hypotheses. Employing a quasi-experimental design, the study encompassed a population of 217 SSII financial accounting students across nine public senior secondary schools in Akoko–Edo Local Government Education Zone during the 2021/2022 academic session. The study's sample consisted of 118 students from three intact schools. Data were collected using the Financial Achievement Test (FAAT I), comprising pre-test and post-test components. The pre-test was administered before implementing the treatment, while the post-test was carried out afterward. The collected data were evaluated using an established marking scheme. Statistical Package of Social Science (SPSS) version 25 was employed for rigorous data analysis. The research employed mean scores and standard deviations to address the research questions, while hypothesis testing occurred at a significance level of 0.05. The findings indicated that cooperative and problem-based instructional approaches significantly bolstered the academic achievements of secondary school students in financial accounting within Akoko-Edo, Edo State, Nigeria. In conclusion, the study underscores the efficacy of adopting cooperative and problem-based learning techniques to ameliorate the underperformance of secondary school students in financial accounting in the Akoko-Edo region of Edo State, Nigeria. It is recommended that financial accounting educators embrace cooperative and problem-based learning methods across all education levels due to their capacity to enhance achievement, engender interest, and foster the retention of financial accounting knowledge.