THE EFFECT OF COOPERATIVE LEARNING IN STUDENT ACHIEVEMENT IN BOOK KEEPING AND ACCOUNTING IN SENIOR SECONDARY SCHOOLS. A CASE STUDY OF IGBO ETITI LOCAL GOVERNMENT AREA
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THE EFFECT OF COOPERATIVE LEARNING IN STUDENT
ACHIEVEMENT IN BOOK KEEPING AND ACCOUNTING IN SENIOR SECONDARY SCHOOLS. A CASE
STUDY OF
IGBO ETITI LOCAL GOVERNMENT AREA
ABSTRACT
Multiple teaching methods
are used by teachers in order to improve learning of students. The most popular
is lecture method, while very effective is cooperative learning method. Later
teaching method had been preferred for teaching science and languages as cited
by previous research studies. However, in the subjects of social sciences and
humanities, its importance cannot be ignored. Following study is an effort to
determine effect of cooperative learning method on students’ achievement in
subject of Education. Qusi experimental
design, with pre and post test of control and experimental group was used to
achieve target of the study. Sample of the study consisted of 63 female
students enrolled in grade 12 of a public college. An achievement test was used
as a pre-test, the students were than divided in experimental and control
groups. Multiple cooperative learning activities were performed with
experimental group by using three common methods of cooperative learning i.e.,
STAD, TGT and Jigsaw II. The control group was taught by lecture method only.
After 8 weeks a post test was administered on both experimental and control
group in order to identify difference in achievement. The independent sample
t-test was used to measure the mean scores difference between achievement
scores of control and treatment groups on pretest. The results showed that there was no
significant difference between the two groups (p=.825) leading to assumption
that both groups were on equal level of achievement before intervention. Same test was applied to find out difference
between two groups before and after intervention. The results showed that there was a
significant difference in scores of control and experimental group in
post-test. In addition to this paired sample t-test was conducted to compare
the effect of intervention on achievement scores of experimental group. The results showed that there was significant
difference between scores of experimental group before and after intervention (p=.000).
It can be concluded from results that cooperative learning activities had a
positive effect on academic achievement of students enrolled in the subject of
Education. This study is a contribution in knowledge body of teaching methods
for social sciences. This had clarified that cooperative learning activities
are equally helpful for the subject that was considered truly a lecture
subject. The teachers can use this teaching method in their classes.
Keywords: Cooperative
learning, academic achievement, teaching methods
CHAPTER ONE
INTRODUCTION
In the era what we call
information society, one of the most important skills is cooperation. In early
days, studying with someone else was defined as an indicator of dependency, but
today learning together and asking for help is considered among the best
strategies for learning to learn (Chen, 2002). Producing information,
theorizing or developing models in a field requires more complicated
information and skills. Therefore, common mind is better than the single best
mind. The common mind is more effective for the mentioned novelties or, in
other words, in creating acceptable change in society. All the systems from
health to economics, law to education, information industry to the service
industry consider cooperative working among priorities in order to keep up with
the times and make a difference in th e society. The output of the education
system provides the labor force input for other systems. For this reason, the
efficiency and productivity of the education system is proportional to its
ability to raise the desired labor force for other systems. Unde r these
circumstances, cooperative working habit should be brought in to students at
all levels of education systems (Slavin , 1987; Johnson & Johnson, 1999 ).
Cooperative learning cannot be taught through verbal instruction. Students can
adopt cooperative learning through a process that involves working together in
groups, developing a product at the end and examining both the product and
cooperative learning skills. "Cooperative learning" (CL) method
emerges in the literature as a method that assists instr uctors in carrying out
this process. CL emerges when students gather in order to reach a common goal
(Johnson & Johnson, 1999). Each member of the group reaches his goal only
if all the other members reach their own learning goals (Deutsch, 1962).
Acikgoz (2002) defines cooperative learning as working of students in small
groups and helping each other in the learning process. There are certain
principles and requirements for the implementation of CL. These are;
• Positive Interdependence: Each
individual depends on
the other members
of the group. Each individual
complements others.
• Individual Accountability: Individual
accountability is the
evaluation of each individual's performance and effect of
the result on individual and group success.
• Face to
face interaction: Group
members reach success by
helping each other and sharing
ideas. As face to
face interaction increases
in this process,
the sense of responsibility and social solidarity
increases.
• Social Skills:
As the students
are in a
group in the cooperative learning,
they acquire social skills better.
• Evaluation of the Group
Processing: At the end of the group work, students gather
and discuss
the productivity of the project
and whether they
have reached the
goals (Johnson &
Johnson, 1999; Johnson, Johnson & Smith, 1998).
What makes CL strong in
the literature is its strong theoretical foundation. The method is based on
Bandura’s Social Dependency Theory, Behavioral Learning Theory (Johnson,
Johnson & Smith, 1998) and Vygotsky’s (1978) "Zone of P roximal
Development" theory. Social Dependency Theory assumes that the way to form
social dependency is about how social dependency develops, how individual
interacts and what the result will be as a result of the interaction.
Accordingly, positive interde pendence (cooperative approach) results in such
an interaction that the group members encourage, support and improve the
efforts of the individuals. Behavioral Learning Theory focuses on the effect of
group consolidation and rewards on learning. According to this theory,
behaviors, which are rewarded externally, are repeated. While, Skinner (1985),
one of the representatives of behavioral cult, focuses on the group
coincidences, Bandura focuses on the imitation. Slavin (1987) has recently
stated that extern al "group awards" are needed in order to motivate
the individuals to learn in groups based on cooperative learning (Saban, 2005).
According to the Vygotsky’s Zone of Proximal Development Theory, a student can
take his/her learning to the optimum level by a sking for help when he/she is
stuck. The person to whom he asks for help may be his/her teacher or friend. It
has been found out that CL has important effects on improving academic success
of students (Hall, 1988; Tarim, 2003; Kolawole, 2007; Gok. Dogan, D oymus &
Karacop, 2009; Ahmad & Mahmood, 2010, Capar, 2011; Parveen & Batool,
2012), developing desirable attitudes toward courses (Yavuz, 2007), providing
motivation (Nichols & Miller, 1994; Margolis & McCabe, 2003; Salili
& Lai, 2003; Kus, Filiz & Altun, 2014; Yoshida, Tani, Uchida,
Masui & Nakayama, 2014;), adopting cooperative working habit (Rienties,
Tempelaar, Bossche, Gijselaers & Segers, 2009), and improving favorable
competition skills (Kong, Kwok & Fang, 2012) in studies from different
fields. Alth ough there are many techniques in CL, Jigsaw and Team Game
Tournament (TGT) techniques were used in this study. Jigsaw technique was
developed by Aronson (2000). Students are divided into groups of 5 - 6 members
in this technique. Each member works on his su bject and students from
different groups working on the same subject gather and create expert groups.
The subject is discussed in depth in the expert groups. Students learn the
subject completely in the expert groups and teach their subject to other studen
ts when they return to their original groups. Even if the students are graded
individually, students need others for a good mark and therefore this technique
requires cooperative working (Slavin, 1987; Arends, 1998; Aronson, 2000;
Senemoglu, 2012). TGT tec hnique was developed by Slavin and Oickle (1981).
After the teacher or students make the presentation related to the courses,
students are divided into heterogeneous groups in this technique. After the
students teach the subject to each other, students com pete with the students
at the same level from other groups at the tournament table. The team points
are calculated by summing the points of students. The groups with high points
are rewarded (Slavin, 1995; Arends, 1998). It is stated that individuals have
benefited from Science and Technology instruction in using these scientific
process and principles for decision - making and in participating in scientific
discussions affecting the society and developing their skills to producing
ideas on a subject (Akcay & Yager, 2010). According to another approach,
Science and Technology instruction is an easy and tangible instruction that
should be conducted with proper method and techniques by taking the interests,
needs, level of development, desires and environmental facilities of students
(Hancer, Sensoy & Yildirim, 2003). As can be understood from the explanations,
for an effective Science and Technology instruction, students’ sense of
curiosity should be enhanced and an active environment in which students can
disc over and produce information should be created. The complicated structure
of the Science and Technology course requires cooperation for students to learn
the subjects (Yagcı, Kaptı & Beyaztas, 2012). Moreover, implementation of
cooperative learning method in the Science and Technology classes is advised by
the Ministry of National Education (Ministry of National Education, 2005). It
is thought that the use of a learning plan prepared in line with CL in the
Science and Technology instruction provides student s with more efficient
thinking and problem - solving skills and cooperative working habit, develops
students cooperation skills, enables them to present more extensive studies by
making use of their shared experiences and supports long - lasting learning by
supporting peer learning. For this reason, the efficiency of CL implementation
in teaching "Systems in our Body" unit is evaluated in this study. In
this context, the purpose of the study is to determine the effects of teaching
"Systems in Our Body" unit of Science and Technology course through
CL method on students’ achievement and their view regarding the course. The
research questions are:
1 - Is there a significant
difference between the pre - test and post - test scores of students who
studied the systems in our body unit of Science and Technology course based on
cooperative learning method?
2 - How do students’ views
on the systems in our body unit of Science and Technology course change through
the cooperative learning method?
1.1
BACKGROUND OF THE STUDY
Defining bookkeeping
Bookkeeping is an
indispensable subset of accounting. Bookkeeping refers to the process of
accumulating, organizing, storing, and accessing the financial information base
of an entity, which is needed for two basic purposes:
·
Facilitating the
day-to-day operations of the entity
·
Preparing financial statements,
tax returns, and internal reports to managers
Bookkeeping (also called
recordkeeping) can be thought of as the financial information infrastructure of
an entity. The financial information base should be complete, accurate, and
timely. Every recordkeeping system needs quality controls built into it, which
are called internal controls.
Defining accounting
The term accounting is
much broader, going into the realm of designing the bookkeeping system,
establishing controls to make sure the system is working well, and analyzing
and verifying the recorded information. Accountants give orders; bookkeepers
follow them.
Accounting encompasses the
problems in measuring the financial effects of economic activity. Furthermore,
accounting includes the function of financial reporting of values and
performance measures to those that need the information. Business managers,
investors, and many others depend on financial reports for information about
the performance and condition of the entity.
Accountants design the
internal controls for the bookkeeping system, which serve to minimize errors in
recording the large number of activities that an entity engages in over the
period. The internal controls that accountants design are also relied on to
detect and deter theft, embezzlement, fraud, and dishonest behavior of all
kinds.
Accountants prepare
reports based on the information accumulated by the bookkeeping process:
financial statements, tax returns, and various confidential reports to
managers. Measuring profit is a critical task that accountants perform — a task
that depends on the accuracy of the information recorded by the bookkeeper. The
accountant decides how to measure sales revenue and expenses to determine the
profit or loss for the period.
1.2
STATEMENT OF THE PROBLEM
There have been a lot of
comments in books, particularly those written in Europe and America, which confirmed
cooperative learning to be an effective way to structure learning activities.
But there is surprisingly very little research effort, particularly in Nigeria,
that emphasized cooperative interaction in science and even less that focused
on book keeping and accounting at the senior secondary school level.
Furthermore, no studies to our knowledge had investigated the effect of
cooperativ e learning and its interaction with sex and ability on science
achievement and attitude among senior secondary school students in Nigeria. The
purpose of this study, therefore, w as to specifically determine, among others,
the effects of cooperative learning on students' achievement in integrated
science, students’ attitude toward their studies and to see if the effects were
sex and ability- dependent. The statement of the problem, therefore, is; will
the application of cooperative learning strategy in the teaching of book
keeping and accounting produce differential achievement and attitude scores
among senior secondary school s tudents generally and specifically among
students of varying abilities and sex?
1.3
OBJECTIVES OF THE STUDY
The purpose of this study
is to investigate the efficiency of learning plan implementation prepared with
the cooperative learning method. In particular, the study addresses the effect
of cooperative learning on students’ achievement and their views regarding the
‘Systems in Our Body’ unit of the 6th grade Science and Technology lesson. For
this purpose, mixed method was used. The study is conducted in the second term
of the 2013-2014 academic year, on a study group consisted of 7 girls and 13
boys, a total of 20 students of a private middle school in Istanbul.
1.4
SCOPE OF THE STUDY
This study was carried out
on university students to understand the effect of cooperative learning in
student achievement in book keeping and accounting in senior secondary schools,
the institution selected is higher institutions in igbo etiti local government
area of Enugu State.
1.5
SIGNIFICANCE OF THE STUDY
This study reports the
result of a quasi-experimental real-life intervention with cooperative learning
in an undergraduate course. In-class participation and student approaches to
learning were measured before and after the intervention to assess the impact
on 140 students’ engagement levels. In addition, open-ended comments were
analyzed, revealing what faculty adopting cooperative learning principles in
higher education should be especially aware of.
1.6
LIMITATION OF THE STUDY
The research was limited
to the mentioned department since it has direct concern to the research topic.
In summary this project work was faced with a number of restricting factors, which
made the work impossible to get beyond this scope. The most pressing factors
were:-
i. lack of finance
ii. Epileptic power supply
iii. Inadequate supply of data
iv. Inadequate time for the project work.
1.7. RESEARCH QUESTIONS
This study was guided by
the following research questions.
1. Is there any difference in achievement test scores between
students instructed using cooperative learning strategy and those instructed
using the traditional classroom teaching method?
2. Is there any difference in attitude scores between students
instructed using cooperative learning strategy and those instructed using
traditional classroom teaching method?
3. Is there any difference in achievement test scores between
male and female students instructed with cooperative learning strategy?
4. Is there any difference in achievement test scores between
high ability students taught with cooperative learning strategy and those
taught with traditional classroom teaching method?
5. Is there any difference in achievement test scores between low
ability students taught with cooperative learning strategy and those taught
with traditional classroom teaching method?
6. Are there interaction
effects among methods, sex and ability on achievement?
1.8. RESEARCH HYPOTHESES
From the research
questions raised, five hypotheses were stated and tested at 0.05 level of
significance.
Ho1: There is no significant difference in
achievement test scores between students instructed with cooperative learning
strategy and those taught using traditional classroom teaching method.
Ho2: There is no significant difference in attitude
scores between students instructed with cooperative learning strategy and those
taught using traditional classroom teaching method.
Ho3: There is no significant difference in
achievement test scores between male and female students instructed with
cooperative learning strategy.
Ho4: There is no significant difference in
achievement test scores between students of varying abilities instructed with cooperative
learning strategy and those taught with traditional classroom teaching method.
H05: There are no significant interaction
effects among method, sex and ability on achievement.
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