EFFECTS OF COOPERATIVE AND GUIDED DISCOVERY APPROACH ON FINANCIAL ACCOUNTING ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

Umar Inuwa, Abdulmutallib Umar Baraya

Abstract


This study examined the effects of cooperative learning and guided discovery approaches on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 180 students that participated in the study were selected randomly from nine schools. The students were divided into three equal groups, viz. cooperative, guided discovery (i.e., experimental groups) and conventional approach (i.e., control group), all at random. A Financial Accounting Achievement Test (FAAT) was used as an instrument for data collection. At the pre-test stage, the study found that there was no statistically significant difference in the achievement of students who were assigned to the cooperative, guided discovery and conventional teaching approach, the results suggested that at the start of the experiment the students were equal in terms of their achievements. However, at the post-test stage, the financial accounting achievement of students who were exposed to the cooperative approach was significantly better than the financial accounting achievement of students who were exposed to the guided discovery and conventional teaching approach. The finding suggested cooperative approach as an effective approach to enhance the financial accounting achievement of the secondary school students. It is, therefore, recommended that government should encourage both curriculum planners and secondary schools’ teachers to adopt cooperative approach as an instructional approach for teaching financial accounting in secondary schools to improve students’ achievement in the subject. 


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