EFFECT OF COOPERATIVE LEARNING STRATEGY ON STUDENTS' ACADEMIC ACHIEVEMENT AND INTEREST IN FINANCIAL ACCOUNTING IN ABIA STATE

Abstract

This study determined the effect of cooperative learning strategy on secondary school students'
academic achievement and interest in Financial Accounting in Abia State. Two research
questions and two null hypotheses guided the study. The design of the study was quasiexperimental design, with pretest and posttest non-equivalent control group. The population of
the study comprised 846 public senior secondary school two (SS 2) students in Abia State. A
sample of 55 students was drawn using purposive sampling technique for the study. The
instruments for data (achievement test – FAAT, and interest questionnaire – FAIQ) were
validated by three experts. Reliability coefficients of 0.80 and 0.79 were obtained using Kudder
Richardson formula 20 and Cronbach’s alpha respectively. Mean and standard deviation were
used to answer the research questions and ANCOVA was used to test the null hypothesis at 0.05
level of significance. The findings revealed that the students taught financial accounting using
cooperative learning strategy performed better than their counterparts taught using lecture
method. Also, cooperative learning strategy enhanced the interest of students more than those
taught using lecture method. Based on the findings of the study, it was concluded that
cooperative learning strategy has proved to be more efficacious in enhancing students’ academic
achievement and interest in Financial Accounting than lecture method. Two recommendations
were made based on the findings of the study