ABSTRACT

The study examined the effect of class-wide peer tutoring instructional strategy on senior secondary school students’ achievement, interest and motivation in financial accounting in Imo State.  The study adopted a quasi experimental non-equivalent pre-test post-test control group design involving one experimental group and one control group.  The population of the study consisted of 1910 SSSII financial accounting students in Imo State.  The sample size of the study was 175 SS II financial accounting students selected using purposive sampling technique.  Nine research questions and nine null hypotheses guided the study.  The null hypotheses were tested at 0.05 level of significance. Three instruments used for data collection were developed by the researcher – Financial Accounting Achievement Test (FAAT), which was adapted from WAEC past questions; Financial Accounting Students’ Learning Interest Scale (FASLIS) and Financial Accounting  Students’ Learning Motivation Scale (FASLMS).  The instruments were validated by three experts. In order to ensure content validity of FAAT, a Table of specification was developed.  The FAAT was trial-tested to determine its reliability using Kudder-Richardson (KR-20) test and a reliability coefficient of 0.89 was obtained.  The internal consistency of the FASLIS and FASLMS was established using the Cronbach Alpha reliability, which yielded reliability coefficients of 0.75 and 0.83 respectively. Mean scores and standard deviation were used to answer research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance.  Major finding of the study showed that exposing senior secondary school students to class-wide peer tutoring (CWPT) instructional strategy resulted to significantly higher achievement in financial accounting.  Using CWPT instructional strategy increased senior secondary school students’ interest and motivation in financial accounting.  Gender has no significant influence on achievement, interest and motivation of students in financial accounting.  There was no significant interaction effect of CWPT instructional strategy and gender on senior secondary school students’ achievement and interest in financial accounting. There was significant interaction effect of CWPT instructional strategy and gender on senior secondary school students’ motivation in financial accounting.  Based on these findings, conclusions were drawn and their educational implications extensively discussed.  Among the recommendations made were:  Since utilizing CWPT instructional strategy improved financial accounting students’ achievement, interest and motivation without gender bias, teachers should therefore expose the students to CWPT by giving them the opportunity to practice and gain mastery of it. Also recommended was that financial accounting teachers should be equipped with the requisite sensibilities and skills needed for effective utilization of CWPT instructional strategy in the classroom through trainings, workshops and seminars.