KWARA STATE UNIVERSITY, MALETE

Department of Business and Entrepreneurship

Education

POST FIELD DEFENCE

SUPERVISORS: DR. J.S. MAMMAN

PROF. G.T. OLADUNJOYE
 EFFECTS OF MASTERY LEARNING AND
INDIVIDUALISED INSTRUCTIONAL TEACHING
METHODS ON STUDENTS’ ACADEMIC
PERFORMANCE IN FINANCIAL ACCOUNTING

Presented By:
Olabisi Sunday DARE
19/37MBE/00007
INTRODUCTION
TEACHING
METHODS
DESIRABILITY STRATEGIES

OPPORTUNITIES CHALLENGES
STATEMENT OF THE
PROBLEM
• In Nigeria, the reportorial profession
which is a subset of the secretarial
branch of business education is in
imminent danger of extinction.
 PURPOSE OF THE STUDY
Main Purpose:
To ascertain the effects of mastery learning
and individualised instructional teaching
methods on academic performance of
secondary school students’ in Financial
Accounting in Niger State.
RESEARCH
QUESTIONS
Among which is :
What are the effects of mastery
In line with the learning, individualised
six purposes, instructional and conventional
five research teaching methods on students’
academic performance in
questions were
Financial Accounting in senior
answered in secondary schools?
the course of
the study
RESEARCH HYPOTHESES

Also in line with the

six purposes and
Among which is : There is
research questions, no significant effect of treatment
six null hypotheses and gender on the academic
were formulated and performance of students’ taught
tested at 0.05 level Financial Accounting in
of significance secondary schools.
 THEORETICAL FRAMEWORK

Plato Cognitive Bruner

Learning Constructivist
Theory Learning Theory
(1967).
(428 BC–347 BC).
CONCEPTUAL REVIEW
• Concept of Curriculum Integration
• Business Education/OTM Curriculum
1/2

• Verbatim reporting profession

• Importance of Curriculum evaluation in
integration
• The Desirability, strategies, opportunities and
3/4 challenges of integrating verbatim reporting
into business education curriculum

• Review of Related Empirical Studies

• Appraisal of Literature Review
5/6
 RESEARCH DESIGN
This study adopted a:

Pretest-Posttest
Nonequivalent Control
groups Quasi-
experimental design
SAMPLE AND SAMPLING TECHNIQUES

Three schools were

selected from the three The three schools
senatorial areas of the were selected using
Purposeful sampling
state which served as technique
sample for the study.

198
STUDENTS
INSTRUMENT FOR DATA COLLECTION
A structured 58-item questionnaire
(SOCIVRBECQ) was used to gather the
quantitative data.

A semi-structured interview was

conducted to gather qualitative data.
VALIDITY AND RELIABILITY OF THE
INSTRUMENT
The researchers’ developed Financial
Accounting Performance Test (FAPT) was
validated by two experts.

The Cronbach’s alpha method was used to

determine the reliability of the instrument and a
reliability coefficient of 0.96 was calculated.
PROCEDURE FOR DATA COLLECTION

Data collection lasted for a period of

six weeks.
METHOD OF DATA ANALYSIS

Demographic data was analyzed using frequency

counts and percentages, while the research questions
were analyze using mean and standard deviation. The
null hypotheses were tested at 0.05 level of
significance using Analysis of Co-Variance (ANCOVA)
and One-way Analysis of Variance (ANOVA).
 SUMMARY OF FINDINGS
Findings revealed that there was significant
difference in students’ academic performance
taught financial accounting with mastery
learning, individualised instructional teaching
methods and conventional teaching method.
Therefore, the null hypotheses were rejected.
CONCLUSION
Mastery learning and individualised
instructional teaching methods have positive
effects on students’ academic performance in
Financial Accounting. If teachers use these
methods in the teaching process, students will
acquire and possess in-dept knowledge and
skills which will help them to demonstrate
good performance in test and examination, as
well as in daily practical activities.
 RECOMMENDATIONS
•Teachers of financial accounting should
adopt mastery learning teaching method
and individualised instructional teaching
method in their classes, because these
methods are capable of stimulating
students’ learning outcomes and thinking
habits. •Stakeholders and relevant professional bodies in
accounting should sponsor more research on the
usefulness and efficacy of mastery learning and
individualised instructional teaching methods so as
to popularise them as both methods are good for
both male and female students.
Thank