FACTORS INFLUENCING STUDENTS’ ACADEMIC ACHIEVEMENT IN ACCOUNTING STUDIES AT SENIOR SECONDARY SCHOOL CERTIFICATE EXAMINATION IN ALIMOSHO EDUCATION DISTRICT IN LAGOS STATE
CHAPTER ONE
INTRODUCTION
1.1 Background to Study
Teaching and learning process is a two-way traffic where the teacher sends out the message while the students acknowledges through feedback, but this give and take processes could only be effective when the teaching method applied is appropriate. Teaching Methods refers to the process of transmitting facts, skills, information and knowledge by the teacher, so as to engage students in meaningful activities for learning and to achieve the objective of the lesson (Joe, 2004). According to Madugu (2005) teaching methods consist of sequence of activities involved in instructing learners. Also, Ajoma (2009) expressed teaching method as a professional technique teachers adopt regularly in instructional exercises to enable them impact relevant knowledge and skills to the learner.
The teaching methods discussed in this study were guided-discovery and demonstration teaching methods. According to Mayer (2003) guided-discovery teaching method encourages students to take more active role in their learning process by answering series of questions or solving problems designed to introduce a general concept. Nelson (2004) pointed out that guided-discovery is a method of teaching, where the teacher acts as a motivator to help students overcome difficulties, by providing illustrative materials for students to study on their own, and provide reasonable answers to questions asked. This method of teaching is learner-centered, therefore it is effective in teaching financial accounting because it involves hearing, seeing and doing by the learner.
Demonstration teaching method according to Clark (2005) is based on simple but sound principle that we learn by “doing”. This method is particularly effective in teaching a subject like financial accounting that can be observed and then performed. It is therefore pertinent to know that not all methods are appropriate for learners at the secondary school level, and the most enjoyable aspect of teaching and learning occur when a variety of teaching methods are used. In classroom around the world, teachers lecture, students take notes and then students are tested on what they have learned (Akintola, 2007). Today, experiential or „„hands-on‟‟ learning is fast replacing or supplementing the traditional „„chalk-talks‟‟ method through experiments, activities, simulations, debate, team work and other participatory activities which aids retention, motivates students to learn and also encourages group cooperation. Therefore, the effective learning of financial accounting at the secondary school level largely depends on the teaching method used in teaching the subject.
