EFFECT OF COOPERATIVE LEARNING STRATEGY ON STUDENTS' ACADEMIC ACHIEVEMENT AND INTEREST IN FINANCIAL ACCOUNTING IN ABIA STATE

Abstract

This study determined the effect of cooperative learning strategy on secondary school students' academic achievement and interest in Financial Accounting in Abia State. Two research questions and two null hypotheses guided the study. The design of the study was quasi-experimental design, with pretest and posttest non-equivalent control group. The population of the study comprised 846 public senior secondary school two (SS 2) students in Abia State. A sample of 55 students was drawn using purposive sampling technique for the study. The instruments for data (achievement test – FAAT, and interest questionnaire – FAIQ) were validated by three experts.  Reliability coefficients of 0.80 and 0.79 were obtained using Kudder Richardson formula 20 and Cronbach’s alpha respectively. Mean and standard deviation were used to answer the research questions and ANCOVA was used to test the null hypothesis at 0.05 level of significance. The findings revealed that the students taught financial accounting using cooperative learning strategy performed better than their counterparts taught using lecture method. Also, cooperative learning strategy enhanced the interest of students more than those taught using lecture method. Based on the findings of the study, it was concluded that cooperative learning strategy has proved to be more efficacious in enhancing students’ academic achievement and interest in Financial Accounting than lecture method. Two recommendations were made based on the findings of the study.

Keywords. Cooperative Learning, Academic Achievement, Financial Accounting, Interest

Introduction.