BUSINESS EDUCATORS’ RATINGS OF TEACHING STRATEGIES FOR IMPROVING STUDENTS’ ACADEMIC PERFORMANCE IN FINANCIAL ACCOUNTING IN COLLEGES OF EDUCATION IN SOUTH SOUTH NIGERIA

Michael Osayame Ekhovbiye, Brown Agholor Ikonomwan

Abstract


The study aimed at identifying business educators’ ratings of teaching strategies for improving students’ academic performance in financial accounting in colleges of education in South-South Nigeria. Two research questions guided the study. Descriptive survey research design was adopted for the study. A population of 104 business educators from South-South Colleges of Education was used for the study. Data were collected by a means of a 16‒item validated questionnaire. Pearson Product Moment Correlation Coefficient method was used to determine the reliability of the instrument. Mean was used to answer the research question. Findings of the study revealed that Just-in-time and work-base learning strategy were rated at a very low extent. Based on the findings of the study, relevant recommendations were presented towards improving the application of these teaching strategies. The recommendations include: Mandating business educators to apply the various teaching strategies in their teaching. This on the part of students, would enhance their level of mastery of their subject matter. The conclusion of the study was drawn with accompanying recommendations.


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