Kwara State University
Joshua Mamman
Designation: Lecturer I
Department: Business Education
| My Publications | ||||||||
|---|---|---|---|---|---|---|---|---|
| S/N | Title | Abstract | Authors | Volume Numbers | Publication Type | Publication Date | Link | |
| 1 | A comparative study of instructional scaffolding, cooperative learning and demonstration strategies in the teaching of accounting among secondary school students. |
The study compared the instructional scaffolding, cooperative learning, and demonstration strategies of teaching accounting. Specifically, the study compared the performance of students under cooperative learning, instructional scaffolding, and demonstration strategies. Equating experimental design with three experimental groups was used for the study. Ninety students were randomly assigned to the three groups with 30 students in each group. The treatment„ conditions were applied for 4 weeks. The scores from students ' performance were analysed using means, standard deviation ånd standard error. The hypotheses were tested with Analysis of Variance (ANOVA). The study found that experimental group one (cooperative learning group) performed significantly better than the remaining two groups (instructional scaffolding and demonstration strategies groups). The study also found that male students performed better than their female counterparts in cooperative learning and instructional scaffolding strategies while female students did better under the demonstration strategy. It was concluded that cooperative learning strategy is the best strategy in teaching accounting and if students ' performance in accounting is to be improved, then -teachers of accounting must embrace the cooperative learning strategy in our secondary schools. The researcher recommended among others that there is the need for. teachers to embrace cooperative learning strategy by encouraging teamwork among students in order for them to work together cooperatively. | Mamman, J.S., Nwabufo, B.N, & Saba, H.A | 3 | Journal | 2014-06-01 | ||