EFFECTS OF COOPERATIVE AND PROBLEM-BASED TEACHING METHODS ON PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN CORPORATE ACCOUNTING IN UNIVERSITIES IN SOUTH-WEST ZONE, NIGERIA
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EFFECTS OF
COOPERATIVE AND PROBLEM-BASED TEACHING METHODS ON PERFORMANCE OF BUSINESS
EDUCATION STUDENTS IN CORPORATE ACCOUNTING IN UNIVERSITIES IN SOUTH-WEST ZONE,
NIGERIA
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Teaching
methods comprise of principles and techniques used for instruction. Since the
introduction of business education as a course of study into Nigeria
universities, various teaching methods have been adopted by lecturers. These
teaching method sused have produced some levels of successes, but presently,
due to expansion in terms of knowledge, development in business education,
specifically those relating to company accounting, the increased use of
technology and the complexity in the world of work, these various teaching
methods need to be re-evaluated in line with the current realities. Discussing
the future of accounting education in business education, Albrecht and Sacks
(2010) argued that there are various innovative teaching practices that should
be adopted to improve the educational aspect of the accounting education
discipline especially in the universities.
A key
requirement for lecturers in the universities is to prepare students using
methods that make them to take responsibility for their learning. These methods
have attracted the attention of many educators and constitute what seem to
present a good alternative to the traditional teaching methods. Among these
methods are cooperative and problem-based teachingmethods.
Cooperative
teaching method is an instructional method in which students are grouped into
small groups of learners to work together on a mutual task. Cooperative
teaching is the use of small groups so that students work together to maximize
their own and each other‘s learning. Students are assigned to groups of two to
five members by the instructor for the purpose of achieving academic or social
projects.Interaction and effective communication between students is critical
during cooperative work assignments. Group members equally share the specified
task
and tutor
and work with other students in the group to complete the tasks. Each student
is responsible and accountable for learning the assigned task while helping
others learn the task. Cooperative teaching changes students’ and teachers’
roles in classrooms. The process of teaching and learning is shared by groups
of students and is not the sole responsibility of the teacher. The function of
defining goals, facilitating and evaluating learning is shared by all. Students
have more opportunities to actively participate in their learning, question and
challenge each other, share and discuss their ideas and internalize their
learning. Along with improving academic learning, cooperative teaching helps
students to engage in thoughtful discourse and examine different perspectives,
and it has been shown to increase students’ self-esteem, motivation and empathy
among students.
Cooperative
teaching focuses on how students learn in small groups through social
interdependence. Cooperative teaching is designed to maximize learning for all
students in each group, which differs from the traditional use of learning
groups. Cooperative teaching is not just telling students to work together on a
task, but interpedently. In contrast, cooperative teaching groups revolve
around the premise of high positive interdependence, members are responsible
for their own and each other‘s learning.
Problem-based
teachingon the other hand, is a method that situates learning in complex and
meaningful problems that are cast in authentic settings. Students work
individually or in small groups to acquire the conceptual knowledge and
procedural skills needed to develop one or more plausible solution to each of
the problems presented to them. Problem-based teaching is a constructivist
method in which students learn the course content by dealing with open-ended
problems in small groups or individually with the guidance of the teacher.
It
contributes to usage of the knowledge in the relevant situations and it has
several advantages in motivation,meaningful learning, retention and performance
skills. Problem-based teaching method places an increasing responsibility on
learners in their own learning process. It is one of the constructive
instructional method that has shown much promise in its application to
disciplines and domains where learners have to take on complex problems in
ambiguous situations. Yewande (2000) was of the opinion that problem-based
teaching involves using information and reasoning to overcome obstacles in the
learning process.
The
problem-based teaching method is an active teaching method which enables the
students to become aware of and determine his\her problem-solving ability and
learning needs, to be able to make knowledge operative and to perform group
works in the face of real life problems.This approach to instruction structures
courses and entire curricula on problems rather than on open content (Smith
& Ragan, 2009).
The main
characteristic of problem-based teaching that differentiates it from
cooperative teaching method is the ill-structured problems. Students construct
the knowledge base while dealing with ill-structured problems that include
cases from real-world situations with no single right solution. Ill-structured
problems pose multiple solutions and multiple criteria for evaluating solutions
which require learners‘ personal decision. The problem requires scientific
thinking, reasoning skills and personal decisions that are based on prior
experiences.
The focus of
problem-based teaching method is on students as constructors of knowledge in a
way similar to the context in which they use that knowledge. The students are
encouraged to think critically and creatively. Problem-based teaching students
are presented with a problem and all learning occurs as a result of considering
the problem. Therefore, problem-based teaching allows students to interact with
their environment and their peers which eventually leads toevolvement of
knowledge. Hoffman and Ritchie (2007) stated that problem-based teaching can
promote transfer of knowledge and skills gained in the school to daily life.
Academic
performance is how well a student is doing in the school. Aka (2005) defined
academic performance as the index of general mental abilities which are
responses to test of different kinds. Walker and Lofty (2007), in support of
Aka (2005) explained that academic performance is the general school
performance in various school disciplines as exhibited by the individual
learner. Invariably, academic performance can be seen as the general ability in
intellectual functioning. A student can be above average, average or below
average in his or her cognitive functioning.
Performance
in corporate accounting is important because it is one of the courses required
in business education accounting option for graduation. Experience has shown
that the performance of business education undergraduate students in corporate
accounting has not been encouraging, and as it has been noted by Torp and Sage
(2004) that methodology is very vital in any teaching-learning situation,the
method adopted by the teacher may promote or hinder learning.
It may sharpen
mental activities which are the bases of social power, or may discourage
initiatives and curiosity thus making self-reliance and survival
difficult.Students need to understand concepts at deeper levels and to
understand at deeper levels they need to be engaged in sustained thinking to
give them better understanding of concepts. The deplorable state of business
education students‘ performance in corporate accounting may be as a result of
the over reliance on lecture method by lecturers in the universities. As a
result of these, there is a dire need to re-evaluate the teaching methods use
in teaching corporate accounting, that was why this study determined the effect
of cooperative and problem–based teaching methodson university business
education students‘ performance in corporate accounting in South-westzone,
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Nigeria.South-westzone
is one of the zones in Nigeria. It is made up of six states; Ekiti, Lagos,
Ogun, Ondo, Osun and Oyo. South-west zone has a total of 19 universities
divided into federal, state and private universities. Out these universities,
four (University of Lagos, Ekiti State University, Ado-Ekiti, Tai Solarin
University of Education and Olabisi Onabanjo University, Ago Iwoye) offer
business education.
PROJECT
TOPIC ON EFFECTS OF COOPERATIVE AND PROBLEM-BASED TEACHING METHODS ON
PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN CORPORATE ACCOUNTING IN
UNIVERSITIES IN SOUTH-WEST ZONE, NIGERIA
1.2 Statement of the Problem
In this
global competition for job placements, students‘ performance has been
identified to be an essential determinant of graduates‘ survival. It is
believed that good academic gradeswould provide more career choices and job
security. Without good performance in school, doubt exists that graduates
especially from business education may be incapable of solving tasks and
applying their knowledge in the actual workplace environment.
Particularly,
in this new technology era, the workplace contains more complicated and
sophisticated computerized systems, which create more complex and
ill-structured problems. In this situation, students need to be exposed to
teaching methods that make them active learners to enable them to acquire
problem solving skills. Regrettably, Nigeria educational system which is based
upon competition among students for grades, social recognition and
scholarship,is far from being capable of producing graduates with these
required skills.
In addition,
academic performance, which is measured by the examination results, is one of
the major goals of any university programme,business education is established
with the aim of imparting knowledge and skills to those who go through the
programme. Business education whose vision is to be a programme of excellence
is keen on quality assurance and maintenance of standards. However, it has been
noted that while very few business education students perform well in corporate
accounting, majority of them perform poorly. If this poor performance
goes unchecked,
the programme may lose its reputation which may result in loss of confidence in
business education graduates. In confirmation of this statement, researcher‘s
assessment of the recent performance of business education students in
corporate accounting in the universities in the South-west zone of Nigeria
revealed that students‘ performance in the course is very poor. It was also
discovered that a good number of students do not pass corporate accounting at
first sitting.
The summary
of the analyses of business education students‘ performance in corporate
accounting for 2011/2012, 2012/2013 and 2013/2014 academic sessions in three of
the universities (University of Lagos, Ekiti State University and Taisolarin
University of Education) offering business education in South-west zone of
Nigeria is given as follows: for 2011/2012 academic session, out of 89 students
33(37.1%) passed while 56(62.9%) failed. For 2012/2013 academic session, out of
92 students 37(40.2%) passed while 55(59.8%) failed and for 2013/2014 academic
session, out of 107 business education Accounting students in the three
universities 38 students representing 35.5% passed Corporate Accounting while
69(64.5%) failed. The detail is as given in Appendix B.
Much as the
situation described here calls for concern, it is not clear the reason for
business education students‘ poor performance incorporate accounting. The
researcher‘s interaction with students and lecturers showed that everybody has
a complaint about the method of teaching corporate accounting. The students
complained thatthe teaching method adopted by lecturers makes the corporate
accounting class dull, boring and difficult.
It is also
believed by business education students that corporate accounting is an
exceptionally difficult course and that is why lecturers also may be finding it
difficult to teach the students. Lecturers on their part are of the opinion
that students do not show enthusiasm and liveliness in corporate accounting
classes. In fact, Anderson(2005) has affirmed that one of the major factors
responsible for poor performance among undergraduate students might be caused
by the poor method of teaching adopted by lecturers.
It could
therefore be inferred from the foregoing that the traditional lecture teaching
method which business education lecturers mostly use in teaching accounting
could largely be responsible for poor performance in corporate accounting.
Consequently, there is a dire need for better methods of teaching corporate
accounting that would stimulate the interest of learners. The researcher
therefore is interested to finding out the extent to which cooperative and
problem-based methods of instruction could be more effective than the
traditional methods of teaching corporate accounting in universities in South-west
zone of Nigeria.
1.3 Objectives of the Study
The main
objective of the study is to determine the effects of cooperative and
problem-based teaching methods on performance ofbusiness education studentsin
corporate accounting in universities in South-westzone, Nigeria. The specific
objectives are to:
determine
the effect of cooperative teaching method on performance of business education
students in corporate accounting in universities in South-west zone, Nigeria.
assess the
effect of problem-based method on performance of business education students in
corporate accounting in universities in South-west zone, Nigeria.
establish
the effect of gender on academic performance of business education students
taught corporate accounting using cooperative teaching method in universities
in South-westzone, Nigeria.
determine
the effect of gender on academic performance of business education students
taught corporate accounting using problem-based teaching method in universities
in South-westzone, Nigeria.
ascertain
the difference in the academic performance of business education students
taught corporate accounting using cooperative teaching, problem-based and
lecture methods in universities in South-westzone, Nigeria.
1.4 Research Questions
The study
answered the following research questions:
What is the
effect of cooperative teaching method on performance of business education
students in corporate accounting in universities in South-westzone, Nigeria?
What is the
effect of problem-based method on performance of business education students in
corporate accounting in universities in South-west zone, Nigeria?
What is the
effect of gender onacademic performance of business education students taught
corporate accounting using cooperative teaching method in universities in
South-westzone, Nigeria?
What is the
effect of gender on the academic performance of business education students
taught corporate accounting using problem-based teaching method in universities
in South-westzone, Nigeria?
What is the
difference in the academic performance of business education students taught
corporate accounting using cooperative teaching, problem-based and traditional
lecture methods in universities in South- westzone, Nigeria?
1.5 Research Hypotheses
The
following null hypotheses are formulated and were tested at 0.05 level of
significance:
Cooperative
teaching method has no significant effect on academic performance of business
education students in corporate accounting in universities in South-West Zone,
Nigeria.
Problem-based
teaching method has no significant effect on academic performance of business
education students in corporate accounting in universities in South-West Zone,
Nigeria.
There is no
significant difference in the academic performance of male and female business
education students taught corporate accounting using cooperative teaching
method in universities in South-West Zone, Nigeria.
There is no
significant difference in the academic performance of male and female business
education students taught corporate accounting using problem-based teaching
method in universities in South-West Zone, Nigeria.
There is no
significant difference in the academic performance of Business Education
students taught corporate accounting using cooperative, problem-based and
lecture methods in universities in South-West Zone, Nigeria.
1.6 Significance of the Study
The findings
of this study will be of great benefit to the following people: accounting
education
lecturers, curriculum planners, business education undergraduates,
universitiesmanagement and researchers.The findings of this study will provide
guidance to accounting education lecturersin implementing cooperative teaching
and problem-based teaching method sand provide sources of reference, as well as
helps to enrichexisting pedagogical skills. It will also be useful for
accounting lecturers while they are planning the process of teaching-learning
as this willbring the variety to the methods and techniques used in the process
of teaching-learning,
The results
of this study will be of benefit to the curriculum planners because the results
would serve as suggestions that will be useful for the improvement of the
curriculum of corporate accounting lesson at the university level. Also, in
line with the motivation to increase the quality of teaching andlearning, this
study‘s findings willprovide another source ofevidence for the Research and
Development (R&D) team in university education. This is specifically aimed
at the curriculum developmentdivision, which requires more research findings in
order to develop an effectivecurriculum that is grounded by a student-centered
learning approach.
Business
education University students will benefit immensely from the findings of this
study, as the findings will bring out the potentials of cooperative teaching
and problem-based teaching methods in contributing to students‘ better
understanding and increase motivation.The findings of this study will create
new discussions and researches concerning the methods and techniques used in
accounting teaching of universities. The outcomes of this study could also
influence future lecturers‘ development through the promotion of training that
encourages the use of multiple instructional methods.
Universities‘
management will find the findings useful in identifying the necessity for a
full scale cooperative teaching and problem-based teaching methods
implementation; similar to other successful international universities (Wee,
2004; Wang,Fong, & Alwis, 2005; Lahtinen, 2005). This study would provide
information whether cooperative teaching and problem-based teaching are
suitable, feasible and workable in respect to university‘s context and
population.
The findings
may also serve as a catalyst for future research on the effect of cooperative
teaching and problem-based teaching methodson students‘ performance in
corporate accounting and overall excellence of courses and instruction using
the university level population.
1.7 Basic Assumptions of the Study
The
following assumptions are made that:
The students
are intelligent enough to study corporate accounting at the university level.
All other
variables such as parental and peer influences and school environment were
assumed to have the same influence on students‘ performance in corporate
accounting in
South-west
zone, Nigeria.
1.8 Delimitations of the Study
This study
was delimited to the effect of cooperative and problem-based teaching methods
on university business education students‘ performance in corporate accounting
in South-westzone, Nigeria. This is because business education is fast growing
in this zone. The study was delimited to relevant course contents of corporate
accounting in business education accounting option.
Corporate accounting
was targeted for this study as it is a core area of accounting which companies
are highly in demand of graduates who are proficient in it. The study was
delimited to both State and Federal universities in this zone because these are
the universities offering business education. It was also delimited to
universities offering business education programme in South-west zone of
Nigeria.
It was
further delimited to 300 level students because corporate accounting is offered
at this level in most universities that offer business education. The two
methods (cooperative and problem-based teaching methods) were used because they
are not commonly used by lecturers in teaching accounting. The study was also
delimited to the final accounts of companies because it is the major area of
focus in company accounting.
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