An Appraisal of Student’s Poor Performance in Accounting Subject in Post Primary Institution in Yenegoa Local Government Area Bayelsa State
Chapter One
Objectives of the Study
The study sought to know the factors that lead to student poor performance in principles of accounts in post primary institution. Specifically, the study sought to;
- examine the institutional factors that affect students’ academic performance in accounts in post primary institution.
- identify parental social economic factors affecting students’ academic performance in accounting subjects in post primary institution.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
introduction
Accounting literature is replete with academic and professional communities, thus demonstrating an interest in the factors affecting student performance in accounting courses, Certified Public Accountant (CPA) exam performance, and success in the accounting profession (Vruwink et al., 1987; Onay & Benligiray, 2018; Papageorgiou & Callaghan, 2020). Other factors, including students’ learning styles, instructors’ teaching styles, and the potential mismatch of both styles were associated with overall student performance (Visser et al., 2006; Chen et al. 2018). The viability of learning and teaching styles in increasing student performance was widely accepted in the educational community. Besides, investigation in business education research influenced the effort on business students’ performance (Johnson et al., 2002; Ferreras-Garcia et al., 2020). Learning abilities, gender, and race were factors that were reported to affect student performance (Hanson, 2000; Canning et al., (2019)). Simmons et al., (2005) and Bang (2020) surmised that family income levels, full attendance, scholarship obtainment, and top achievement in high schools significantly influenced first-generation college students’ performance. Garton et al. (2000) and Mthimunye & Daniels (2019) conducted studies to evaluate students’ efficiency in learning styles and other university admission variables to predict students’ academic performance and retention. The study results demonstrated that core Grade Point Average (GPA), English language proficiency, homework completion, and high admission GPA were the most adequate academic performance predictors. Contrarily, Mertler (2004) and Felten et al., (2016) assigned extensive assessment-related activities in classrooms to imply the importance of identifying assessment activities and promote the adoption of desirable achievement goals. Conclusively, the current emphasis on learning improvement assessment indicated the growing importance of faculty engagement in the process (Kinzie et al., 2019; Reder and Crimmins, 2018; Jankowski et al., 2018). The exclusion of certain variables served to modify the significance of other determining factors. In some circumstances, inconclusive research results were used as an impetus to change teaching pedagogies (Alton-Lee, 2008; Hunter, 2017; Roose et al., 2019). Particularly, students’ learning-teaching interaction was assumed to be a significant factor affecting student performance, and required teachers to adjust teaching styles to facilitate students’ learning styles. Although the adoption became widespread and dominated the instruction of many academic institutions, a growing scepticism on the validity of the approach was evident (Crossling et al, 2009; Hosal-Akmana & Simga-Mugan, 2010; Barry, 2020). Contrary to emphasising the verified methods of student performance improvement, a growing focus on the learning and teaching philosophy was identified despite limited research support. In the absence of an exact active learning definition under CAT, this study adopted the following attributes in line with Bonwell and Eison (1991): 1. Students do not just listen to the lectures, but the individuals display interest in the topic; 2. Students’ skills development precedes course content delivery; 3. Students use higher-order thinking levels (analysis, synthesis, and evaluation); 4. Students actively participate during lectures through writing, reading, or discussion; 5. Greater emphasis is placed on students’ research on self-assessment and values. Based on the preceding attributes, active learning invoked students’ involvement and facilitated the learning process while practising. Additionally, numerous studies highlighted active learning strategies (Röhl et al, 2013; Bishop & Verleger, 2012; Tomas et al, 2019; Lundin et al, 2018; Gwo-Jen Hwang, 2019), including visual aids during lectures and encouraging students to write during lectures (note-taking). Collaborative learning through problem-solving was also suggested, such as simulation-based case studies, and problem-based, collaborative, cooperative, or group learning. Research on student performance included assessment.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine An Appraisal of Student’s Poor Performance in Accounting subject in Post Primary Institution. Primary schools in Yenegoa Local Government Area Bayelsa State form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain An Appraisal of Student’s Poor Performance in accounting subject in Post Primary Institution in Yenegoa Local Government Area Bayelsa State. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of An Appraisal of Student’s Poor Performance in accounting subject in Post Primary Institution in
Summary
This study was on an Appraisal of Student’s Poor Performance in Accounting subject in Post Primary Institution in Yenegoa Local Government Area Bayelsa State. Two objectives were raised which included: examine the institutional factors that affect students’ academic performance in accounts in post primary institution and identify parental social economic factors affecting students’ academic performance in accounting subjects in post primary institution. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected residents in Post Primary Institution in Yenegoa Local Government Area Bayelsa State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
From the findings of the study, it is therefore concluded that institutional factors and parental socioeconomic factors (educational level and occupational status of parents) affect students’ academic performance in accounting
Recommendation
It is therefore recommended that, school administrators should provide enough time for the teaching and learning of accounting. School administrators should ensure that adequate class size is maintained, to enhance students’ academic performance in accounting. Parents/guardians should always encourage their wards by equipping them with the necessary materials needed to study accounting.
References
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