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Abstract
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Article Information:
The Effects of the Integrated Instructional Model on Students’ Achievement in Advanced Financial Accounting in Nigerian Universities
B.E. Okoli and B.O. Nwosu
Corresponding Author: E. Okoli Benedette
Submitted: 2010 July, 25
Accepted: 2010 August, 27
Published: 2010 September, 30 |
Abstract:
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The study investigated the effects of Integrated Instructional Model on Students achievement in
Advanced Financial Accounting in Nigerian Universities.Poor performance of students in advanced financial
accounting informed the study. The study employed a non-equivalent control group quasi-experimental design.
The sample for the study comprised of five hundred and thirty seven (537) final year students drawn from four
universities in the South-East Geopolitical Zone of Nigeria. Three research questions and three null hypotheses
tested at 0.05 level of significance guided the study. Data on students’ achievement in advanced financial
accounting were collected using accounting achievement test. Data were analysed using mean, standard
deviation and analysis of co-variance (ANCOVA). Result revealed that the Integrated Instructional Model (IIM)
is superior to the conventional teaching method in enhancing achievement in advanced financial accounting.
It also revealed that IIM has no significant differential effect on the mean achievement scores of males and
females in advanced financial accounting. The test of interaction revealed that gender had no significant
interaction with teaching methods on achievement in advanced financial accounting. Based on the findings, it
was recommended that the IIM should be incorporated in financial accounting curriculum in order to enhance
students’ achievement.
Key words: Achievement, accounting, integrated, instruction, Nigeria and Universities, ,
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Cite this Reference:
B.E. Okoli and B.O. Nwosu, . The Effects of the Integrated Instructional Model on Students’ Achievement in Advanced Financial Accounting in Nigerian Universities. Asian Journal of Business Management, (3): Page No: 73-76.
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ISSN (Online): 2041-8752
ISSN (Print): 2041-8744 |
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