EFFECTS OF COOPERATIVE AND PROBLEM-BASED TEACHING METHODS ON PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN CORPORATE ACCOUNTING IN UNIVERSITIES IN SOUTH-WEST ZONE, NIGERIA

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dc.contributor.authorMAMMAN, Joshua Sule
dc.date.accessioned2018-09-06T09:14:23Z
dc.date.available2018-09-06T09:14:23Z
dc.date.issued2017-05
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DOCTOR OF PHILOSOPHY IN BUSINESS EDUCATION DEPARTMENT OF VOCATIONAL AND TECHNICAL EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThe study was carried out to investigatethe effect of cooperative and problem-based teaching methods on performance of business education students in corporate accounting in universities in South-west Zone, Nigeria.In order to achieve this, five specific objectives were raised. Five research questions were raised. Five null hypotheses were formulated for the study. Quasi experimental design was adopted for the study. The population of the study was 119 and the sample was 99. Corporate Accounting Performance Test (CAPT) was used as the instrument for data collection. The instrument was made up of two sections, section A was the pretest and section B was the post test. The data collection procedure lasted five weeks. The demographic variable of the students was analyzed using percentage. The research questions were answered using mean and standard deviation. The null hypotheses one and two were tested using regression statistic, hypotheses 3 and 4 tested using t-test and hypothesis five was tested using one-way Analysis of Variance. All the hypotheses were tested at 0.05 level of significance. Null hypotheses one, two and five were rejected, while hypotheses three and four were retained. The study found that, cooperative and problem-based teaching methodshad effects on academic performance of business education students in corporate accounting.However, there was no significant difference between the academic performance of male and female students taught corporate accounting using cooperative and problem-based teaching methods. There was significant difference in the academic performance of business education students taught Corporate Accounting using cooperative, problem-based and lecture methods.Based on the findings, it was concluded that cooperative teaching and problem-based methodsaffected the performance of students in accounting. Thus, four recommendations were made among which are; Cooperative teaching method should be used to teach corporate accounting to university business education students. Problem-based teaching method should be used to teach corporate accounting to university business education students.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/10275
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectCOOPERATIVE,en_US
dc.subjectPROBLEM-BASED TEACHING,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectBUSINESS EDUCATION STUDENTS,en_US
dc.subjectCORPORATE ACCOUNTING,en_US
dc.subjectUNIVERSITIES,en_US
dc.subjectSOUTH-WEST ZONE,en_US
dc.subjectNIGERIAen_US
dc.titleEFFECTS OF COOPERATIVE AND PROBLEM-BASED TEACHING METHODS ON PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN CORPORATE ACCOUNTING IN UNIVERSITIES IN SOUTH-WEST ZONE, NIGERIAen_US
dc.typeThesisen_US
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