Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/373
Title: THE EFFECTS OF INTEGRATED INSTRUCTIONAL MODEL ON STUDENTS' ACHIEVEMENT AND INTEREST IN ADVANCED FINANCIAL ACCOUNTING IN NIGERIA UNIVERSITIES.
Authors: OKOLI BENEDETTE EKWUTOSI
Issue Date: 9-Oct-2008
Abstract: The study investigated the effects of Integrated Instructional Model on students' achievement and interest in Advanced Financial Accounting in Nigerian Universities. The study was necessitated due to the poor performance of students in , Advanced Financial Accounting. 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. The treatment group was taught using the integrated instructional model while the control group was taught using the conventional method. Six research questions and six null hypothesis tested at 0.05 level of significance guided the study. Data on students' achievement in Advanced Financial Accounting were collected using the Accounting Achievement Test while data on student's interest in Advanced Financial Accounting were collected using the Advanced Financial Accounting interest inventory. The instruments were developed by the researcher. Data were analyzed using mean, standard deviation and the Analysis of Co-variance (ANCOVA). Summary of the result revealed that the Integrated Instructional Model (UM). is superior to the conventional teaching method in enhancing achievement and interest in Advanced Financial Accounting. The study also revealed that the Integrated Instructional Model has no significant differential effect on the mean achievement and interest scores of males and females in Advanced Financial Accounting. On the test of interaction, it was revealed that gender had no significant interaction with teaching methods on achievement and interest in Advanced Financial Accounting. It was concluded that Integrated Instructional Model is superior to the conventional method in teaching Advanced Financial Accounting. Furthermore, Integrated Instructional Model enhances students' achievement and interest in Advanced Financial Accounting. Based on the findings, the researcher recommended that the Integrated Instructional Model should be incorporated in the Financial Accounting Curriculum in order to enhance students achievement and arouse their interest and that in designing Integrated Instructional Model for teaching of Advanced Financial Accounting in Universities, similar approach should be adopted in the delivery of the course to both male and female students.
Description: A theses submitted to the department of of Business education in partial fulfillment of the requirements for the award of the degree of philosophy of education in Business Education
URI: http://hdl.handle.net/123456789/373
Appears in Collections:Theses & Dissertation

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