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ABSTRACT
This study established the Effect of direct and cooperative teaching methods on Students
Performance in Accounting in Federal Colleges of Education in North-East, Nigeria.
Quasi experimental design was used for the study. As a guide to the researcher, five
research questions were raised to guide the study and five Null hypotheses were
formulated for testing at 0.05 level of significance. The population of the selected
students in Federal Colleges of Education in North-East, Nigeria offering Accounting
option stood at 482 and the sample size was 162.Intact class was employed. Descriptive
statistics involving mean score was used in answering the five research questions raised.
The null hypotheses were tested in order to guide the study. regression and t-test statistic
Analysis was used in testing all the null hypotheses at 0.05 level of significance. The
findings revealed among others that there was significant difference in the academic
performance of students taught accounting using Direct Teaching Method and those
taught using Cooperative method in Federal Colleges of Education in North-East,
Nigeria; Null hypotheses one, two, four and five were retained The null hypotheses three
was not retained. The study established that Cooperative Teaching Method had more
effect on academic performance of students than direct teaching method. The study
recommended among others, that lecturers should be properly trained by the authorities
of Colleges of Education in order to improve advancement in the level of education and
encourage students on the need to develop interest in Financial Accounting. Direct
method is an effective method of teaching that allows a more flexible approach to be
used as a limited method not as a primary method of teaching, while cooperative teaching
method is an instructional method in which group of students work together on a
common task.
xiii
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The Direct Teaching Method was first introduced in France and Germany and later
was recognized officially by the governments of Germany, France and Belgium. An
International congress of Modern Language Teachers was held in 1898 in Vienna and
decided that the direct method should be used in all elementary teaching of foreign
languages (Rivers, 1964). In Britain a compromise policy of a
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