Effect of cooperative-based instruction strategies on business education students’ academic performance in principles of accounting



Performance of students in universities has been identified as a critical element of graduates’ survival regarding to various instruction strategies adopted. Cooperative-based and lecture instruction strategies were examined. Drawing differences between the two regarding the theoretical framework adopted in teaching, the role that is assigned to the lecturer during the activity and the actions that are expected from the students, the study aimed to serve 2 purposes with this research. Firstly, determine the effect of cooperative instruction strategy on Business Education students’ academic performance and effect of gender (male and female) on academic performance of Business Education students taught principles of accounting using cooperative and lecture instruction strategies. To achieve this purpose, a new instrument was developed. Secondly, to examine the instrument’s validity and reliability. The population of the study comprised 121 students from south-west Nigerian universities studying Business Education. Research findings suggest that cooperative-based instruction strategy had positive effect on academic performance of Business Education students in Principles of Accounting. It was recommended, among others, that relevant papers, journals and books and manuals should be produced by experts on effective usage of cooperative-based instruction strategy for academic improvement while students regardless of gender, should be exposed to cooperative-based instruction strategy for teaching Principles of Accounting. This is because the strategy is beneficial to both sexes.


Academic performance, cooperative-based, lecture, instruction strategies

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DOI: https://doi.org/10.26220/mje.4567

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