TEAM TEACHING AND STATION TEACHING METHODS AS CORRELATES OF STUDENTS’ ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING IN SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Abstract

The study investigated Team Teaching and Station Teaching methods as correlates of students’ academic achievement in Financial Accounting among secondary school students in Anambra State, Nigeria. Specifically, the study was guided by two research questions and two null hypotheses tested at the 0.05 level of significance. A correlational research design was adopted. The population comprised 569 Senior Secondary School II students offering Financial Accounting in public secondary schools in Anambra State. A sample of 240 students was selected using stratified random sampling technique. Data were collected using three instruments: Team Teaching Questionnaire (TTQ), Station Teaching Questionnaire (STQ), and Academic Achievement Questionnaire (AAQ). The instruments were subjected to reliability testing using Cronbach’s alpha, which yielded an overall reliability coefficient of 0.82. Data collected were analyzed using Pearson Product-Moment Correlation to answer the research questions and test the null hypotheses at the 0.05 level of significance. The findings revealed a strong positive relationship between Team Teaching and students’ academic achievement in Financial Accounting (r = 0.72, p < 0.05). Similarly, Station Teaching showed a strong positive relationship with students’ academic achievement (r = 0.75, p < 0.05). The study concluded that both Team Teaching and Station Teaching are positively associated with students’ academic achievement in Financial Accounting. It was therefore recommended that Financial Accounting teachers adopt these learner-centred instructional methods to promote active participation and improve students’ academic outcomes. The study contributes to knowledge by providing empirical evidence on the relationship between Team Teaching, Station Teaching, and students’ academic achievement in Financial Accounting, thereby strengthening the empirical basis for the use of collaborative and learner-centred instructional approaches in secondary school education.