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.

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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