EFFECT OF CLASS-WIDE PEER TUTORING INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT, INTEREST AND MOTIVATION IN FINANCIAL ACCOUNTING IN IMO STATE

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ABSTRACT

The study examined the effect of class-wide peer tutoring instructional strategy on senior secondary school students’ achievement, interest and motivation in financial accounting in Imo State.  The study adopted a quasi experimental non-equivalent pre-test post-test control group design involving one experimental group and one control group.  The population of the study consisted of 1910 SSSII financial accounting students in Imo State.  The sample size of the study was 175 SS II financial accounting students selected using purposive sampling technique.  Nine research questions and nine null hypotheses guided the study.  The null hypotheses were tested at 0.05 level of significance. Three instruments used for data collection were developed by the researcher – Financial Accounting Achievement Test (FAAT), which was adapted from WAEC past questions; Financial Accounting Students’ Learning Interest Scale (FASLIS) and Financial Accounting  Students’ Learning Motivation Scale (FASLMS).  The instruments were validated by three experts. In order to ensure content validity of FAAT, a Table of specification was developed.  The FAAT was trial-tested to determine its reliability using Kudder-Richardson (KR-20) test and a reliability coefficient of 0.89 was obtained.  The internal consistency of the FASLIS and FASLMS was established using the Cronbach Alpha reliability, which yielded reliability coefficients of 0.75 and 0.83 respectively. Mean scores and standard deviation were used to answer research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance.  Major finding of the study showed that exposing senior secondary school students to class-wide peer tutoring (CWPT) instructional strategy resulted to significantly higher achievement in financial accounting.  Using CWPT instructional strategy increased senior secondary school students’ interest and motivation in financial accounting.  Gender has no significant influence on achievement, interest and motivation of students in financial accounting.  There was no significant interaction effect of CWPT instructional strategy and gender on senior secondary school students’ achievement and interest in financial accounting. There was significant interaction effect of CWPT instructional strategy and gender on senior secondary school students’ motivation in financial accounting.  Based on these findings, conclusions were drawn and their educational implications extensively discussed.  Among the recommendations made were:  Since utilizing CWPT instructional strategy improved financial accounting students’ achievement, interest and motivation without gender bias, teachers should therefore expose the students to CWPT by giving them the opportunity to practice and gain mastery of it. Also recommended was that financial accounting teachers should be equipped with the requisite sensibilities and skills needed for effective utilization of CWPT instructional strategy in the classroom through trainings, workshops and seminars.





TABLE OF CONTENT

                                                                                                                                    Page

Title                                                                                                                                         ii

Certification                                                                                                                            iii

Declaration                                                                                                                              iv

Dedication                                                                                                                              v

Acknowledgements                                                                                                                vi

Table of Contents                                                                                                                   vii

List of Tables                                                                                                                          ix

List of Figures                                                                                                                         x

List of Appendices                                                                                                                 xi

Abstract                                                                                                                                  xiii

Chapter 1: Introduction                                                                                      1

1.1      Background to the study                                                                                              1

1.2      Statement of the problem                                                                                             14

1.3      Purpose of the study                                                                                                    15

1.4      Significance of the study                                                                                             17

1.5      Research questions                                                                                                       20

1.6      Hypotheses                                                                                                                   21

1.7      Scope of the study                                                                                                       22

Chapter 2: Review of RELATED Literature                                                          24

2.1       Conceptual Framework                                                                                               25

2.1.1    Concept of Accounting                                                                                              25

2.1.1.1 Financial accounting                                                                                                   25

2.1.1.2 Manufacturing account                                                                                                            31

2.1.1.3 Account of Non Profit Organizations                                                                          32

2.1.2    Current status of teaching and learning of financial accounting in senior     

            secondary schools                                                                                                       33

2.1.3    Peer tutoring instructional strategy (Class wide peer tutoring)                                  38

2.1.4    Benefits of peer tutoring instructional strategy                                                          40

2.1.5    Types/strategies of peer tutoring                                                                                 43

2.1.6    Academic Achievement                                                                                              49

2.1.7    Interest and achievement                                                                                            52

2.1.8    Motivation and achievement                                                                                      54

2.1.9    Gender and achievement                                                                                            57

2.1.10  Relationship among peer tutoring instructional strategy, interest,

motivation, gender and achievement                                                                          60


2.2       Theoretical Framework                                                                             62

2.2.1    Vygotsky’s Social Cognitive Theory                                                                          62

2.2.2    Social Interdependence Theory                                                                                  65

2.2.3    Self Determination Theory (SDT) of Motivation and Interest                                   69

2.3       Review of empirical studies                                                                     73

2.3.1    Research studies related to peer tutoring, gender and achievement                           73

2.3.2    Research studies related to interest, motivation and achievement                             89

2.4       Summary of Review of Literature                                                        96

chapter 3: methodology                                                                                         99

3.1       Design of the Study                                                                                                     99

3.2       Area of the study                                                                                                      100

3.3       Population of the study                                                                                            102

3.4       Sample and sampling techniques                                                                              103

3.5       Instruments for data collection                                                                                 104

3.6       Validation of instruments                                                                                         106

3.7       Reliability of the instruments                                                                                    106

3.8       Method of data collection                                                                                        107

3.8.1         Experimental procedure                                                                                           107

3.8.2    Control of extraneous variables                                                                                111

3.9       Method of data analysis                                                                                           113

CHAPTER 4: RESULTS AND DISCUSSIONS                                                            114

4.1       Results presentation                                                                                                  114

4.2       Summary of the findings                                                                                          132

4.3       Discussion of findings                                                                                              133

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS         144

5.1       Summary of the study                                                                                                144

5.2       Conclusions                                                                                                                 146

5.3       Educational implications of the findings                                                                    147

5.4       Recommendations                                                                                                      149

5.5       Limitations of the study                                                                                             151

5.6       Suggestions for further studies                                                                                   152

REFERENCES                                                                                                                       153

APPENDICES                                                                                                                                    167

 

 

 

 

 


LIST OF TABLES

                                                                                                                                        Page

Table 4.1.1: Mean and standard deviation achievement score of students

 in class-wide peer tutoring instructional strategy and lecture method                      114

 

Table 4.2.2: Analysis of covariance on the mean interest score of

students in financial accounting based on mode of instruction                                  115

 

Table 4.1.3: Mean and standard deviation motivation score of students

 in class-wide peer tutoring instructional strategy and lecture method                      116

 

Table 4.1.4: Mean and standard deviation achievement score of male and female

            students in financial accounting when exposed to class-wide peer tutoring

            instructional strategy                                                                                                   117

 

 Table 4.1.5: Mean and standard deviation interest scores of male and female

            students in financial accounting when exposed to class-wide peer

tutoring instructional strategy                                                                                     118

 

Table 4.1.6: Mean and standard deviation motivation scores of male and

female students in financial accounting when exposed to class-wide peer

tutoring instructional strategy.                                                                                    119

 

Table 4.1.7: Mean and standard deviation of interaction effect of instructional

            strategies and gender on students’  mean achievement scores in

financial accounting.                                                                                                   120

 

Table 4.1.8: Mean and standard deviation of interaction effect of

instructional strategies and gender on students’  mean interest scores in

financial accounting.                                                                                                   121

 

Table 4.1.9: Mean and standard deviation of interaction effect of instructional

strategies and gender on students mean motivation score in

financial accounting                                                                                                    122

 

Table 4.2.1: Analysis of covariance of students’ achievement in financial

accounting based on mode of instruction                                                                   123

 

Table 4.2.2: Analysis of covariance on the mean interest score of

students in financial accounting based on mode of instruction                                  124


Table 4.2.3: Analysis of covariance of students means motivation scores in

financial accounting based on mode of instruction                                                    125

 

Table 4.2.4:  Analysis of covariance of male and female students’ achievement

mean scores on the instructional method                                                                    126

 

Table 4.2.5: Analysis of covariance of CWPT instructional strategy and gender

            on students’ mean interest scores in financial accounting                                          127

 

Table 4.2.6: Analysis of covariance of CWPT instructional strategy and gender

on the mean motivation scores of students in financial accounting.                          128

 

Table 4.2.7: Analysis of interaction effect of CWPT instructional strategy and

gender on students’ achievement in financial accounting.                                         129

 

Table 4.2.8: Analysis of interaction effect between CWPT instructional strategy

            and gender on students’ mean interest scores in financial accounting.                      130

 

Table 4.2.9: Analysis of interaction effect of CWPT instructional strategy and

gender on students’ mean motivation scores in financial accounting.                        131

 

 

 


 

 


LIST OF FIGURES

                                                                                                                                         Page

Figure 2.1: Conceptual framework representing the relationship among peer

tutoring, interest, motivation, gender and achievement.                                            62

 

Figure 2.2:-Continuum of self-determination                                                                         70

 

Figure 2.3: Theoretical framework representing the relationship among the theories

and students’ academic achievement.                                                                        72

 

 

 


 

 


LIST OF APPENDICES

                                                                                                                                          Page

Appendix  A:  Population of the study                                                                                  167

Appendix B1: Financial Accounting Achievement Test (FAAT) (Pre-test)                          170

Appendix B2:  Marking Scheme for FAAT (Pre-test)                                                           174

Appendix B3: Financial Accounting Achievement Test (FAAT) (Post-test)            175

Appendix B4:  Marking Scheme for FAAT (Post-test)                                                          179

Appendix C:   Table of Specification for FAAT                                                                    180

Appendix  D:  Financial Accounting Students Learning Interest Scale (FASLIS)               181

Appendix D1: Scoring Guide for FASLIS                                                                            182

Appendix  E:   Financial Accounting Students Learning Motivation Scale )FASLMS)       183

Appendix E1: Scoring Guide for FASLMS                                                                           184

Appendix  F:  Computation of KR-20 for FAAT                                                                  185

Appendix G1: Interest Scale Reliability                                                                                 187

Appendix G2: Motivation Scale Reliability                                                                           189

Appendix H:  Pre-treatment Training Programme                                                                  191

Appendix I:   Lesson Plans for the Experimental Group                                                        195

Appendix  J: Results of Data Analysis                                                                                   213

 

 

 

 

 


 


CHAPTER 1

INTRODUCTION

This chapter presented the introduction to the study and the following were addressed: background to the study, statement of the problem, purpose of the study, significance of the study, research questions and hypotheses and scope of the study.

 

1.1       BACKGROUND TO THE STUDY

In order to be globally competitive and to meet the demands of emerging knowledge economy, Nigeria and indeed other nations of the world are redesigning and repackaging their educational systems and programmes; since education is the most potent and veritable tool for national development.  Knowledge, skills, values and attitudes are acquired through education.  However, the primary and most common way of acquiring education is through qualitative and quantitative formal school curriculum/education. Through the National Policy on Education, government places emphasis on vocational and technical education in order to ensure that secondary school graduates are equipped with requisite skills, knowledge, competencies and attitudes for gaining employment or for self-employment (Federal Republic of Nigeria) (FRN, 2014).

The National Policy on Education stated that the broad goals of secondary education should be preparation of citizens for useful living within the society and preparation for higher education. Secondary education therefore builds on the essential literacy, numeracy and functional knowledge acquired at the first level. In addition, it offers students through its diversified curriculum, the chance to accumulate more advanced and specialized knowledge and skill, which are required for further education, for the labour market, for living and becoming functional members of the society (FRN, 2014). It is through the teaching and learning of senior secondary school subjects like financial accounting that these goals can be achieved.

Financial accounting is one among the vocational subjects offered at the senior secondary level in Nigeria. It is also among the subjects taken in West Africa Senior School Certificate Examination and National Examination Council School Certificate Examination. In Nigeria according to Ibrahim and Wunba (2018), financial accounting is one of the commercial subjects taught at secondary school level. Financial accounting as a skill subject, seeks to achieve one of the goals of the National Policy on Education (NPE), which is to enable individuals to acquire appropriate skills and develop mental, physical, social abilities and competencies as equipment to fit in and contribute to the wellbeing of the society (FRN, 2014). Ibrahim and Wunba (2018) on the other hand posited that the philosophy of financial accounting is to further provide students with skills and knowledge of what was taught at basic nine educational level and also provide the teacher with the framework within which the teaching is to take place. This subject therefore is expected to equip the students with the needed competencies and sensibilities needed to keep basic accounting records.

 In the views of Ibrahim and Wunba (2018) every organization no matter the size;  be it a profit making, a charitable or even a home that deals with money finds financial accounting very useful. It then implies that knowledge of financial accounting is very crucial to everybody, governments, public and private institutions, because in one way or the other, and almost on daily basis, people perform one form of transaction that involves finance (money). Financial accounting involves the collection, recording, summarizing, analyzing and reporting in monetary terms information about a business organization to the users of such information (Owenvbiugie & Iyoha, 2017).

 A close consideration of these definitions showed that accounting is a discipline that is concerned with the gathering, sorting, preparation and interpretation of financial reports to enable the users make informed decisions. The subject should therefore offer the students the skills of collecting, sorting, recording and preparation of financial statement to show the financial position of a business for interested parties to take decision and pass informed judgment. Again, financial accounting enables learners to gain knowledge desirable to manage personal finance, make choice in relation to a particular budget and have the skills or ability to reconcile one’s assets and liability.

The financial accounting curriculum is based on the National Policy on Education of the Federal Republic Nigeria. This policy made the provision for the promotion of financial accounting education, from pre-primary to university level. This is partly embedded through teaching and learning of financial accounting as well as through fundamental and applied research in the vocational and technical education. FRN (2014) recognized this, hence, enlisting the subject for students to select in their certificate examinations. In this study financial accounting curriculum is viewed as a document which shows the comprehensive list of topics, performance objectives, content, teacher and student activities, teaching and learning methods and materials as well as evaluation guide, which learners are expected to cover before enrolling in the senior secondary school certification examinations. Financial accounting curriculum has been going through regular reviews and reforms according to the Nigeria Educational Research and Development Council (NERDC, 2007). These reforms/amendments are to suit the economic and financial needs of the country and to enable students understand the financial and economic system of the country. The current financial accounting curriculum is arranged into fifteen themes which include:

a)            Introduction and historical development of book-keeping and accounting

b)            Accounting principles and concepts

c)            Journals and cash account

d)           Classes of account and final account of a sole trader (proprietor)

e)            Control account

f)             Depreciation of assets

g)            Manufacturing account

h)            Partnership accounts

i)              Accounts of non-profit making organizations

j)              Special accounts

k)            Company formation and the Nigerian financial system

l)              Company accounts and the regulation of the Nigeria capital market

m)          Commercial accounting

n)            Departmental and branch account and Government account (NERDC, 2007).

 

The objectives of studying financial accounting in senior secondary schools in Nigeria according to the National Examination Council (NECO, 2004) are:

a)            to enable students understand basic rules

b)            lay proper foundation and understand basic accounting principles and practices and their application in modern business activities.

Owenvbiugie and Iyoha (2017) also maintained that the general objectives of studying financial accounting are to provide specific instructions to prepare students for careers in the accounting field, fundamental instruction that will help students assume their economic roles as consumers, workers, and citizens, background instruction to assist students in preparing for other professional careers requiring advanced study in book-keeping and accounting, accounting skills for personal and future use.

The objectives of studying accounting in the views of Osuala (2004) are to:

 (1)  Learn how to keep better records for personal and home use;

(2)  Study financial accounting records and reports as an integral part of the functioning of any business enterprise;

(3)  Understand the concept of assets, liabilities and proprietorship so that the fluctuation in business and records may be correctly interpreted; and

(4)  Interpret and analyze business and records in terms of customers.

Therefore to achieve the above stated objectives, financial accounting should be taught with effective and appropriate instructional/pedagogical strategies that will guarantee a meaningful, productive and result-oriented teaching and learning experience. In the opinion of Offorma (2013) all the efforts and policies geared towards improving the education programmes would be futile if the programmes/curriculum are not well implemented. Offorma (2013) maintained that education in the 21st century calls for a shift in the delivery system to match the new knowledge, skills, attitudes and technologies that are emergent. Since curriculum is a vehicle through which educational goals are attained and methods of delivery are a component of the curriculum, there is need for employment of effective instructional delivery systems so as to produce functional citizens who are effective and globally competent (Offorma, 2013).

Unfortunately, achievement of students in financial accounting examinations at both internal and external have not been encouraging and it has been identified as a problem in Nigeria secondary school education system (Owenvbiugie and Iyoha, 2017; Ibrahim and Wunba, 2018; and Ogunu, 2000). Onah (2011) opined that poor academic achievement of students is a source of worry to researchers, parents and society at large. Owenvbiugie and Iyoha (2017) maintained that the poor achievement of financial accounting students is obvious in the overall results of students in external examinations such as the General Certificate Examination (GCE); Senior Secondary School Certificate Examinations (SSCE) and National Business and Technical Examination Board (NABTEB).

The breakdown of May/June SSCE examination conducted by WAEC indicated an average failure rate of 72%, 74%, 74% and 75% in 2008, 2009, 2010 and 2011 respectively (Osuagwu, 2012). The WAEC Chief Examiners reports from 2006 to 2011disclosed that students’ performance in financial accounting was not encouraging. Also WAEC (2006) analysis of percentage performance of financial accounting students for 2004, 2005 and 2006 showed 46.20%, 41.98% and 48.90% rates of failure and credit level percentages of 23.14%, 24.81% and 18.47%  for the respective years. Osuagwu (2012) reported that 60 percent of the candidates recorded failure while 40 per cent of the candidates recorded credit level passes in financial accounting in May/June SSCE 2010/2011 examination. The report from WAEC 2015 May/June SSCE showed over 80% failure rate of the students in financial accounting (Ibrahim & Wunba, (2018). Also the National Examination Council NECO (2013-2016) report according to (Ibrahim & Wunba, 2018) showed drastic decline in the performance of students in financial accounting. The breakdown of achievement of financial accounting students in some schools in Owerri education zone visited by the researcher disclosed poor achievement in the subject. Also records from the Planning, Research and Statistics unit of the Secondary Education Management Board Owerri equally showed that students performed poorly in financial accounting.

However as shown in literature, there are several problems which seem to make the teaching and learning of financial accounting both difficult and ineffective. They are students’ phobia for mathematics (because of financial accounting connection to calculation and the demand nature of financial accounting), inadequate textbooks, inadequate instructional strategies/methods, inadequate instructional resources, and inadequate number of qualified teachers (Tran, 2014; WAEC, 2015, 2016; and Anao, 2009). The researcher’s observation from some secondary schools in Owerri Education zone shows that the number of teachers and students participating in the teaching and learning of financial accounting is not encouraging when compared with other vocational subjects. In the quest to know the reason, some teachers and students interviewed were of the view that though financial accounting is a compulsory subject to be taught at level one (SS1) of senior secondary education but in later years, that is from SS2, students are at liberty to choose subjects they are going to offer for external examinations. Therefore, most of the students prefer to offer economics, commerce and others, in place of financial accounting. This results to students’ low enrolment of the subject at external examinations. Ideally, the small number of students ought to make for robust and effective teaching thereby producing good results but the reverse is the case. Subsequent upon the observed deterioration in the academic achievement, interest and motivation of secondary school financial accounting students, one wonders if the high failure rate and poor quality of students as well as the lack of interest and motivation are not a reflection of the quality of instructional methods/approaches used by the teachers.

Therefore students’ poor achievement may not be unconnected to the widely traditional methods/strategies being adopted by financial accounting teachers in the public secondary schools (Owenvbiugie & Iyoha, 2017; Ogundola, 2017). Joseph and Joel in Ibrahim and Wunba, (2018) were of the opinion that teacher- centered teaching strategies such as the lecture method is not suitable for skills subjects, which financial accounting is one of them. Financial accounting is a skill-based subject and therefore requires the utilization of instructional strategies that improves students’ academic achievement. The implication therefore is that learning by doing could be the most appropriate instructional strategy for financial accounting instructional delivery. The traditional/conventional teaching methods which include lecture method, planned repetition, drill and practice, discussion, questioning/Socratic method, memorization et cetera are largely teacher-centred in which knowledge flows from the teacher to the students who are made to remain passive in the teaching and learning process. Trans (2014) maintained that almost all the traditional teaching approaches used in schools around the world, which includes lectures and demonstration, do not have enough positive effect on learning outcome of students

Therefore conventional/traditional methods of teaching cannot meet instructional expectations for today’s 21st century financial accounting students. This is because it denies the students active participation in the learning process and thus the probability for learning are proportional. It then means that a learner-centered instructional strategy, which encourages active participation, is what will be most appropriate for students to really comprehend and assimilate topics in secondary school financial accounting curriculum. The learning environment should be transformed from one that is predominantly memory-based and teacher-centered to one that emphasizes critical and creative thinking and promotes learner-centered learning (Ismail & Alexander, 2005). Bearing in mind the fact that financial accounting is a calculation-based subject, best learned by doing/practice, it will be interesting to ascertain the effects of peer tutoring instructional strategy on the achievement, interest and motivation of students in financial accounting in Imo State.

Peer tutoring is a learner-driven instructional strategy that involves pairing students together to learn or practice an academic activity. Ogundola (2017) regarded it as the process between two or more students in a group where one of the students acts as a tutor for the other group-mate(s). Peer tutoring according to Hott and Walker (2012) in Srivastava and Rashid (2018) comprises of students serving as academic tutors and tutees in a flexible environment where high performing student is paired with a lower performer to learn. Peer assisted learning also provides a more comfortable learning environment to allow students feel at ease and be more focused on the content, which leads to overall better performance in class (Ibrahim & Wunba, 2018).

Peer interaction among students is expected to help them in learning new skills, knowledge and solutions to each other’s learning challenges by talking and sharing ideas. Bombardelli (2016) is of the view that usually shy children learn effectively through peer tutoring by sharing their thoughts with classmates. This therefore brings us to the issue of individual differences which cannot be neglected at any stage of learning and the need for a more social and environmentally friendly instructional approach. Duran (2010) equally maintained that peer tutoring is based on the tenet that students learn a great deal by explaining their ideas to others and by participating in activities in which students can learn from their peers. Emphasizing on the efficacious nature of peer tutoring instructional strategy Masheady, Harper and Mallette (2001) are of the view that it allows teachers to accommodate a classroom of diverse learners including students with learning disabilities and also increases response opportunities for students, provide additional time for feedback, and increases the amount of time a student is on-task without recourse to gender. This shows that peer tutoring is an effective strategy for accommodating learning in an inclusive classroom environment. Consequently, Srivastava and Rashid (2018) argued that every educational institution has students of different academic abilities and thus lays the necessity of academic support in the form of peer tutoring especially for the at-risk and high-risk students to assist them pass their courses.

Peer tutoring is based on Vygotsky’s (1978) social cognitive theory which emphasizes the role of social interaction (dialogue) in the development of cognition. Vygotsky (1978) elucidated ZPD as the distance between the real developmental level as established by autonomous problem solving and the level of potential development as established through problem solving under adult guide or in cooperation with more proficient peers.

There are mainly two sorts of peer tutoring namely Incidental Peer Tutoring (IPT) and Structured Peer Tutoring (SPT) (Ogundola, 2017). Incidental peer tutoring according to the author could be implemented either while learners are in class, playing after school or when they mingle. Each time learners work together, play or study and one of them is guiding others, such is considered incidental peer tutoring. Structured peer tutoring is a form of peer tutoring that is used in particular cases and subjects, following an organized plan developed by the teacher. Structured peer tutoring strategy most a times is used by experienced teachers/adults who are able to plan well ahead of time and are conversant with the techniques of combining tutors and tutees appropriately in order to have good tutoring experience.

Varieties of structured peer tutoring include Cross-age Peer Tutoring (CAPT), Peer Assisted Learning Strategies (PALS), Reciprocal Peer Tutoring (RPT), Same-age Peer Tutoring (SAPT), and Class Wide Peer Tutoring (CWPT) (Ogundola, 2017). However, despite the variations that exist among peer tutoring instructional strategy, the underlying fact is that peer tutoring/interaction can have unswerving powerful effect on academic achievement, interest and motivation of learners. Therefore the CWPT strategy was adopted in the experimental group of this study. CWPT is seen as a highly structured instructional procedure or teaching strategy that is anchored on reciprocal peer tutoring and group reinforcement whereby within a whole classroom, students are actively engaged in the process of learning and practicing basic academic skills at the same time in a systematic and fun-filled way (Barbara, 2005; Maheady & Gard, 2010).

A major distinguishing characteristic of class-wide peer tutoring is that all peer – tutoring groups are carefully organized within the classroom. Also the students are specifically instructed on how to tutor one another, so that each tutee has the benefit of one – on – one instruction and feedback. The paramount goal of CWPT is to facilitate students’ achievement and mastery of any classroom subject matter. The steps involved in classroom application of CWPT according to Barbara (2005) are:

a)      Teacher facilitation

b)      Selection of Content/Instructional materials and training of students

c)      Pairing of the students based on ability

d)     Tutoring Stage i.e. students facilitation

e)      Students’ switching of roles and

f)       Class-wide discussion under teacher facilitation.

Several studies and authors support the assertion that peer tutoring instructional strategy has a lot of positive influence and effect on student learning, ranging from their academic achievement, interest, motivation, self- efficacy, socialization experiences et cetera. Academic achievement is a word used to show the degree of success in some general or specific area. Students’ academic achievement has been shown to have very positive relationship with teachers’ level of knowledge of the subject matter. It therefore implies that for financial accounting to be effectively taught in secondary schools there should be well trained teachers who can select and use appropriate instructional strategies that will appeal to the students and get them interested and motivated for optimum performance. Studies carried out by Uroko (2010); Igboanugo (2013); Adeyemo (2014); Jibrin, Ibrahim and Zayum (2016); Ogundola (2017); AbdulRaheem, Yusuf and Odutayo (2017); Srivastava and Rashid (2018); Ibrahim and Wunba (2018); Ullah, Tabassum and Kaleem (2018) and Olawole (2019); all indicated that students engaged in peer tutoring had better and improved achievement scores after going through the treatment module/packages in their various subject areas. However very few of these studies were carried out on students of financial accounting and but not in Imo State, which is the present study area.

            Interest is another factor that is likely to influence the participation of students in financial accounting and by extension in the peer tutoring instruction. Interest is a kind of sentiment which a person has for something which is valuable and of benefit. Therefore the interest in a particular thing is a feeling manifested in an activity. Interest is a propensity to become engrossed in an experience and to continue in it. It is the zeal or willingness to participate in an activity from which one derives some pleasure.  Interest according to Uroko (2010) is an essential element for learning to take place; because a learner is bound to pay attention when a lesson is going on if such a learner is interested in the particular subject. However, Uroko (2010) reported high failure rate and relatively small proportion of students’ interest in subjects that require reading for comprehension. Therefore students could be more comfortable when they interact with peers than when they are frightened by the presence of a teacher or an adult. Working alone with peers may generate interest among students; therefore, it is important to determine the extent peer tutoring, which is learner-centered instructional strategy can affect students’ interest in financial accounting.

Students’ motivation to learning should be of interest to researchers and educationists. Motivation refers to students’ desire and willingness to deploy effort toward and persist in the learning task (Schink, Pintrich & Meece, 2008).  Motivation is influenced, among other factors, by students’ judgments of their abilities to complete the task successfully and their perception of the benefits that task completion will bring (Wigfield & Eccles, 2000). This study looked at motivation from the perspective of the observed poor number of students participating in financial accounting lessons as well as the poor enrolment of students especially during external examinations.

The influence of gender on students’ academic achievement in financial accounting is of interest in this study. Gender influences students’ academic achievement and therefore a variable that plays an important role in learning and education in general.  Gender refers to the varied socially and culturally constructed roles, qualities and behaviour that are ascribed to women and men of different societies (Olawale, 2019). Eryilmaz (2004) in Owenvbiugie and Iyoha (2017) observed that gender is a contributory fact to poor achievement of students in financial accounting.  Ishaq (2011) in Ibrahim and Wunba (2018) maintained that boys outperformed girls in financial accounting at external examination.   Also WAEC Chief Examiners report (2016) indicated that only 9.8% female students passed financial accounting at credit level. Uroko (2010) also found that gender has no significant influence on academic achievement, self-efficacy and interest of students based on reciprocal peer tutoring.  Following these inconsistencies, this study sort to contribute in resolving this controversy on gender as it affects financial accounting achievement. The finding of the study would reveal which gender achieved better especially when exposed to a learner-centered instructional strategy like class-wide peer tutoring (CWPT).

1.2       STATEMENT OF THE PROBLEM

Financial accounting as one of the skill subjects at senior secondary education level always attracts the attention of curriculum planners and developers; as well as the employment industry. Moreover, the significance of keeping financial records of business, government and economic activities is very indispensable, hence the need for students’ especially secondary school leavers to gain basic knowledge of financial accounting. However, there have been reported cases of poor performance of students in financial accounting at both internal and external examinations. West African Examination Council (2015) Chief Examiner’s Report showed that 80.5% of students that sat for West African School Certificate examination failed; also the report from the National Examination Council for the years 2013-2016 reveals that the performance of financial accounting students drops by 55%, 40%, 33% and 25% for the respective years. 

There is also the worrisome decline of students’ registration/enrolment in external examinations in financial accounting, which indicates a serious gap between the expectations of government as expressed in the National Policy on Education (NPE) on financial accounting and the actual situation in terms of the enrolment/registration of students in the subject. The poor performance of students in financial accounting as well as the lack of interest and motivation could be as a result of the teaching methods being used by the teachers. Many teaching methods such as lecture, demonstration, discussion, et cetera, which are predominantly teacher-centered have being used over the years by teachers but the achievement of  financial accounting students is steadily declining.  Undoubtedly, the teaching of the subject depends on the use of effective and appropriate instructional strategies, which should be dynamic, practice oriented, activity based and student driven; that will invariably promote students academic achievement as well as arouse their interest and motivation in learning the subject. Mastering a skill course (like financial accounting), requires active involvement of learners in the teaching and learning process. Therefore to improve the general performance of students in secondary school subjects, financial accounting inclusive, researchers suggest the utilization of class-wide peer tutoring instructional strategy, which is believed to be gender friendly and has the potential for helping to initiate and sustain the interest and motivation of students and consequently improve their achievement.  The class-wide peer tutoring instructional strategy has been used majorly on other subjects like Mathematics, Biology and English, but what is not yet certain is the extent to which class-wide peer tutoring instructional strategy would be effective in enhancing the achievement, interest and motivation of senior secondary school financial accounting class II students in Imo State, hence the need for the study.

1.3       PURPOSE OF THE STUDY

The purpose of the study was to examine the effect of class-wide peer tutoring instructional strategy on senior secondary school students’ achievement, interest and motivation in financial accounting.  The study specifically intended to:

(1.)             determine the effect of class-wide peer tutoring instructional strategy and lecture method on senior secondary school students’ achievement in financial accounting in Imo State.

(2.)             determine the effect of class-wide peer tutoring instructional strategy and lecture method on senior secondary school students’ interest in financial accounting in Imo State.

(3.)             determine the effect of class-wide peer tutoring instructional strategy and lecture method on senior secondary school students’ motivation in financial accounting in Imo State.

(4.)             find out the influence of gender on students’ achievement in senior secondary school financial accounting when exposed to class-wide tutoring instructional strategy in Imo State.

(5.)             find out the influence of gender on senior secondary school students’ mean interest score in  financial accounting when exposed to class-wide peer tutoring instructional strategy in Imo State.

(6.)             examine the influence of gender on senior secondary school students’ mean motivation score in  financial accounting when exposed to class-wide peer tutoring instructional strategy in Imo State.

(7.)             find out the interaction effect of instructional strategy and gender on senior secondary school students’  mean achievement scores in financial accounting in Imo State.

(8.)             examine the interaction effect of instructional strategy and gender on senior secondary school students’ mean interest scores in financial accounting in Imo State.

(9.)             examine the interaction effect of instructional strategy and gender on senior secondary school students’ mean motivation scores in financial accounting in Imo State.

1.4       SIGNIFICANCE OF THE STUDY

The study would be of immense benefit to financial accounting students, financial accounting teachers, governments both state and federal, textbook authors, curriculum planners and developers, researchers and academics.

To financial accounting students, the study would show whether the approaches class-wide peer tutoring instructional strategy employed such as brainstorming, cooperating, questioning, analyzing, can improve the achievement, interest and motivation of students in financial accounting. The students who received instruction using class-wide peer tutoring approach may become better learners. The class-wide peer tutoring instructional strategy could help them to integrate and construct meaning from the financial accounting texts and exercises, examine and extend the meaning of the exercises, as they bring the already existing outline to bear on what they study. When the students see relationship between their use of class-wide peer tutoring strategy and their improved achievement in financial accounting, they would be motivated to learn. The students would also develop interest and learn better since they know that the process of learning affects the product of learning. Their awareness of this method they use in learning would facilitate their transfer of this strategy across various tasks and settings. These students would therefore not attribute their achievement to luck or fate, but would rather see the need to adopt brainstorming, cooperating, questioning and analyzing skills that class-wide peer tutoring employed in their independent studies and in their examinations.  They would realize that their inability to understand and practice financial accounting exercises is as a result of ineffective instructional strategies. This would encourage them to develop more sense of independence in order to sustain challenging and difficult life realities.

For the financial accounting teachers, when they acquire the knowledge of class-wide peer tutoring instructional strategy, which students utilize for better understanding, they may consider giving students learning tips/orientation on class-wide peer tutoring strategy that aid understanding of financial accounting at the beginning of the session.  Such orientations would provide students with an array of learning skills that they could explore to become independent and confident learners. By so doing, the teachers would create a healthy learning environment that is friendly and accommodating to all the students irrespective of the students’ individual differences and conditions.

The Federal and State Governments and their Ministries of Education could use the findings of this study, and be motivated to organize conferences, seminars and workshops for teachers, especially financial accounting teachers on the peer tutoring strategies that could be useful in promoting students learning. These workshops and seminars could be designed to provide in-service training for teachers on how to design and undertake peer tutoring learning instruction.

One of the major problems in the teaching and learning of financial accounting is the teacher centered approaches to instruction and inadequate link between the activities of the learner and class work. In event the outcome of this study indicates that utilizing class-wide peer tutoring strategy in teaching financial accounting can increase achievement and enhance students’ interest and motivation, curriculum planners and developers will see the need to plan the curriculum in a flexible way to integrate CWPT in order to improve teaching and learning of the subject.

Also the study would be beneficial to financial accounting textbook authors. The impact of class-wide peer tutoring instructional strategy on the achievement, interest and motivation of financial accounting students may be so significant that textbook writers may include sufficient information on the strategies in the students’ texts. Any textbook with sufficient guide on the use of the class-wide peer tutoring instructional strategy would be popular among students and their teachers whose tasks would be greatly reduced.

On the part of researchers and academics, the findings of this study would provide information upon which future researches in the area of instructional strategies could be based. The records from this study would also serve as empirical evidence to researchers. Conclusively, the study would likely improve teaching and learning of  other business  related subjects as well as subjects that are computational and numerate in nature, thereby help in improving students’ academic achievements.

The influence of gender on achievement, interest and motivation in financial accounting is another area of importance. The study would reveal whether class-wide peer tutoring instructional strategy helped the students to achieve uniform improvement in achievement, interest and motivation in financial accounting. The finding would help to change the unstated belief in Imo State that males are superior to females in everything that counts. This would encourage females to cultivate higher sense of independence and self-belief in order to sustain challenging and difficult life realities, especially in taking initiatives and in leadership roles.

The study has some theoretical significance because the study will be used to explore the validity of the tenets of Vygotsky’s social cognitive theory, which is based on the fact that recall of information is highly dependent on the way information is acquired and processed, as well as the ability of the learner to bring to mind a schema that relates to the objects or events described in the text. Hence, the mental work processing, which could be done through brainstorming, analyzing, cooperating, questioning and summarizing, and the collaborative assistance, both given and received, in the zone of proximal development (ZPD), would enable the new knowledge to be stored permanently in the long term memory. In other words, the more information is completely processed, analyzed and connected with other information, the better the understanding, as well as the ability to recall.

Lastly, this study would serve as catalyst for further studies as well as empirical basis for future researches and citations.

 

 

 

 

 

1.5       RESEARCH QUESTIONS

Answers to the following research questions were provided in the study:

(1.)             What are the mean achievement scores of students exposed to class-wide peer tutoring instructional strategy and those taught using lecture teaching method in senior secondary school financial accounting in Imo State?

(2.)             What are the mean interest scores of students exposed to class-wide peer tutoring instructional strategy and those taught using lecture teaching method in senior secondary school financial accounting in Imo State?

(3.)              What are the mean motivation scores of students exposed to class-wide peer tutoring instructional strategy and those taught using lecture teaching method in senior secondary school financial accounting in Imo State?

(4.)             What are the mean achievement scores of male and female students in senior secondary school financial accounting when exposed to class-wide peer tutoring instructional strategy in Imo State?

(5.)             What are the mean interest scores of male and female students when exposed to class-wide peer tutoring instructional strategy in senior secondary school financial accounting in Imo State?

(6.)             What are the mean motivation scores of male and female students when exposed to class-wide peer tutoring instructional strategy in senior secondary school financial accounting in Imo State?

(7.)             What are the interaction effects of instructional strategy and gender on students’ mean achievement scores in financial accounting in Imo State?

(8.)             What is the interaction effect of instructional strategy and gender on students’ mean interest scores in financial accounting in Imo State?

(9.)             What is the interaction effect of instructional strategy and gender on students’ mean motivation scores in financial accounting in Imo State?

 

1.6       HYPOTHESES

The following hull hypotheses were tested at 0.05 levels of significance:

(1.)             There is no significant difference between the mean achievement scores of students taught financial accounting using class-wide peer tutoring instructional strategy and those taught with lecture teaching method.

(2.)             There is no significant difference between the mean interest scores of students taught financial accounting using class-wide peer tutoring instructional strategy and those taught with lecture teaching method.

(3.)             There is no significant difference between the mean motivation scores of students taught financial accounting using class-wide peer tutoring instructional strategy and those taught with lecture teaching method.

(4.)             There is no significant difference between the achievement mean scores of male and female students taught financial accounting using class-wide peer tutoring instructional strategy.

(5.)             There is no significant difference between the mean interest scores of male and female students taught financial accounting using class-wide peer tutoring instructional strategy.

(6.)             There is no significant difference between the mean motivation scores of male and female students taught financial accounting using class-wide peer tutoring instructional strategy.

(7.)             There is no significant interaction effect of instructional strategy and gender on students’ achievement in financial accounting.

(8.)             There is no significant interaction effect of instructional strategy and gender on students’ mean interest in financial accounting.

(9.)             There is no significant interaction effect of instructional strategy and gender on students’ mean motivation in financial accounting.

 

1.7    SCOPE OF THE STUDY

The study focused on the effect of class-wide peer tutoring instructional strategy on senior secondary school students’ achievement, interest and motivation in financial accounting. Specifically, the study was delimited to only senior secondary class two (SSII) financial accounting students in Imo State. The independent variables in this study include class-wide peer tutoring instructional strategy and gender, while the dependent variables are achievement, interest and motivation in financial accounting. Financial accounting tests were drawn from Senior Secondary Schools II curriculum, covering the following topics: manufacturing, trading, profit and loss account, and accounts for non profit making organisations.  The choice of these topics was based on the observations of WAEC Chief Examiner’s report (2017) and Eze (2014) that students do not do very well on questions from these topics at external examinations.



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