Teachers’ Instructional Quality and Students’ Difficulty Level in Financial Accounting at Senior Secondary Schools in Lagos State, Nigeria
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Date
2020
Authors
Ishola, N.A.
Alao, O.E.
Ukpong, M.J.
Journal Title
Journal ISSN
Volume Title
Publisher
Multidisciplinary Journal of Language and Social Sciences Education, The University of Zambia
Abstract
The performance of senior secondary school students in Financial
Accounting had not been encouraging. Several factors could
be responsible for the low performance in the school system.
Therefore, this study was carried out to investigate the teachers’
instructional quality and students’ difficulty level in Financial
Accounting at the senior secondary school level in Lagos State
based on students’ and teachers’ perceptions. The study raised and
answered three related research questions and also formulated and
tested two relevant research hypotheses. The descriptive survey
research design was adopted for the study. The population of the
study comprised all students and teachers of Financial Accounting
in the public senior secondary schools under Education District IV
in Lagos State. Specifically, the population was two thousand four
hundred and ninety-two (2492) senior secondary school 1 and
senior secondary school 2 students of Financial Accounting and
ten (10) teachers of Financial Accounting from the ten selected
schools. The sample size for this study was three hundred and thirtythree (333) students, using Checkmarket Sample Size Calculator
at five percent (5%) margin and ninety-five (95%) confidence
level, but three hundred (300) was used eventually due to logistics
challenge. All the ten teachers of Financial Accounting were used
as sample due to their limited number. The research instrument
used was structured questionnaire. The internal consistency of
the research instrument was determined using Cronbach Alpha
correlation coefficient and it yielded an average index of 0.90. The
research questions and hypotheses data were analysed using mean
and standard deviation as well as t-test statistical tools respectively
at 0.05 level of significance. The results, among others, show that most of the teachers were first-degree holders and had obtained
adequate teaching experiences. However, most teachers had not
obtained higher academic and professional certificates. Most of
the teachers of Financial Accounting were not using activity-based
pedagogical strategies. In addition, the findings show that most of
the topics in the Financial Accounting syllabus were difficult to
students. Therefore, it was recommended, among others, that more
innovative and experiential learning strategies should be adopted;
proper orientation should be given to students on how to succeed
in Financial Accounting; and teachers should upgrade in order to
acquire high-class professional qualifications for them to have a
thorough understanding of topics, which gave serious challenges
to their students.
Description
Scholarly article
Keywords
Teachers' Instructional Quality , Students' Difficulty Level , Financial Accounting , Secondary Schools , Nigeria , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Ishola, N.A., Alao, O.E. & Ukpong, M.J. (2020). Teachers’ instructional quality and students’ difficulty level in Financial Accounting at senior secondary schools in Lagos State, Nigeria.Multidisciplinary Journal of Language and Social Sciences Education, 3(3), 51-72.