Table of Contents
Abstract 2
CHAPTER ONE.. 5
INTRODUCTION.. 5
1.1 Background to the Study. 5
1.2 Statement of the Problem.. 6
1.3 Objectives of the Study. 7
1.4 Research Questions. 8
1.5 Research Hypothesis. 8
1.6 Significance of the Study. 9
1.7 Scope of the Study. 9
1.8 Limitations of the Study. 10
1.9 Organization of the Study. 10
REFERENCES. 11
CHAPTER TWO.. 12
REVIEW OF RELATED LITERATURE.. 12
2.1 Introduction. 12
2.2 Theoretical Review.. 12
Cognitive Load Theory. 13
Constructivist Theory. 13
Social Learning Theory. 13
Experiential Learning Theory. 14
2.3 Conceptual Review.. 15
2.3.1 Overview.. 15
2.3.2 Traditional Lecture-Based Instruction. 15
2.3.3 Active Learning Strategies. 15
2.3.4 Technology-Enhanced Instruction. 16
2.3.5 Blended Learning Models. 16
2.3.6 Experiential Learning. 17
2.3.7 Peer Instruction. 17
2.3.8 Flipped Classroom Approach. 18
2.3.9 Role of Faculty in Teaching Methods. 18
2.4 Empirical Review.. 18
2.5 Summary of Chapters. 21
Chapter Three. 22
Research Methodology. 22
3.1 Introduction. 22
3.2 Research Design. 22
3.2.1 Quantitative Design. 23
3.2.2 Qualitative Design. 23
3.3 Population and Sample. 23
3.3.1 Population. 23
3.3.2 Sample. 24
3.4 Sampling Technique. 24
3.5 Data Collection Methods. 24
3.5.1 Primary Data. 24
3.5.2 Secondary Data. 25
3.6 Research Instruments. 25
3.6.1 Tests and Surveys. 25
3.6.2 Interview Guides. 25
3.6.3 Observation Checklists. 25
3.7 Validity and Reliability of Instruments. 26
3.7.1 Validity. 26
3.7.2 Reliability. 26
3.8 Data Analysis Techniques. 26
3.8.1 Quantitative Data Analysis. 26
3.8.2 Qualitative Data Analysis. 27
3.9 Ethical Considerations. 27
3.10 Conclusion. 27
CHAPTER FOUR.. 28
DATA ANALYSIS AND INTERPRETATION.. 28
4.1 Preamble. 28
4.2 Socio-Demographic Characteristics of Respondents. 29
TABLES BASED ON RESEARCH QUESTIONS. 31
4.3 Analysis of the Respondents’ Views on Research Question one: 31
4.4 Testing Hypothesis. 41
4.5 Discussion of Findings. 43
CHAPTER FIVE.. 47
SUMMARY CONCLUSION AND RECOMMENDATIONS. 48
5.1 Summary. 48
5.2 Conclusion. 49
5.3 Recommendations. 50
REFERENCES. 52
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In the dynamic landscape of accounting education, the efficacy of teaching methods plays a pivotal role in shaping the learning outcomes of students. This study delves into the diverse array of teaching methodologies employed in accounting classrooms and investigates their respective impacts on student learning. By examining the correlation between pedagogical approaches and academic achievement, this research aims to provide insights into optimizing accounting education for enhanced learning outcomes.
Historically, accounting education has predominantly relied on traditional lecture-based approaches. However, with the advent of technological advancements and evolving educational paradigms, alternative methods such as active learning, flipped classrooms, and experiential learning have gained traction. These contemporary approaches prioritize student engagement, critical thinking, and practical application, thereby fostering deeper understanding and retention of accounting concepts (Johnson, 2023).
Furthermore, the effectiveness of teaching methods in accounting education is influenced by various factors, including instructor expertise, course design, and student demographics. While some studies suggest that interactive methods promote greater knowledge retention and skill development among accounting students (Chen et al., 2022), others emphasize the importance of integrating real-world scenarios and case studies to bridge the gap between theoretical concepts and practical application (Smith & Jones, 2021).
Through a comprehensive analysis of existing literature and empirical research findings, this study seeks to elucidate the multifaceted relationship between teaching methodologies and student learning outcomes in the field of accounting. By identifying effective strategies and potential areas for improvement, educators can adapt their instructional approaches to better meet the diverse needs and learning styles of accounting students, ultimately fostering a more enriching and impactful educational experience (Brown & White, 2020).
1.2 Statement of the Problem
In the realm of accounting education, the selection of appropriate teaching methodologies is pivotal in shaping the learning experiences and outcomes of students. However, the impact of different teaching methods on accounting student learning outcomes remains a subject of ongoing inquiry and debate. Despite the plethora of pedagogical approaches available, ranging from traditional lectures to experiential learning, there exists a dearth of comprehensive research elucidating the comparative effectiveness of these methods in the context of accounting education (Smith & Johnson, 2023). This knowledge gap underscores the need for empirical investigation into the relationship between teaching strategies and the academic achievement of accounting students.
Furthermore, the dynamic nature of accounting education, characterized by evolving technological advancements and changing student demographics, adds complexity to the examination of teaching methods' impact on learning outcomes. While traditional lecture-based instruction has long been the cornerstone of accounting pedagogy, emerging approaches such as active learning and flipped classrooms offer alternative avenues for engaging students and enhancing conceptual understanding (Jones & Brown, 2022). However, the extent to which these innovative methods translate into improved learning outcomes in accounting education remains uncertain, warranting systematic investigation and analysis.
1.3 Objectives of the Study
The main objective of the study is to examine the impact of different teaching methods on accounting student learning outcomes. Specific objectives of the study are:
- To assess the impact of active learning methods on student performance in accounting courses.
- To investigate the relationship between teaching methods and student development of critical thinking and problem-solving skills in accounting.
- To explore the influence of teaching methods on student motivation and engagement in accounting courses.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- Do student learning outcomes, as measured by exam scores, differ between classes taught using traditional lecture methods and those incorporating active learning strategies?
- How do student scores on assessments designed to measure critical thinking and problem-solving skills differ between classes using traditional lecture methods and those incorporating active learning strategies?
- Do students in classes using active learning methods report higher levels of motivation and engagement compared to those in traditional lecture-based courses?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant difference in accounting student learning outcomes among different teaching methods.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Accounting Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Graceland Secondary School. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
