Critical Assessment of Just-In-Time Teaching Method as Against Conventional Teaching Methods on Academic Performance of Business Studies Students

Abstract

This study determines the effect of using “Just-in-Teaching” (JITT) and conventional teaching method (lecture method) on students’ academic performance in financial accounting. Two research questions guided the study while two hypotheses were tested. Quasi – experimental research design was adopted. The sample of the study comprised 225 respondents made up of 105 male and 120 female students in Rivers-West Educational Zone. Simple random sampling technique was used to select two secondary schools from each of the eight local government areas in Rivers-West Educational Zone. All the JSS III students offering Business studies in the selected schools were purposively chosen for the study. One school from each of the eight Local Government areas was selected and assigned to experimental group while one school again from each of the local governments was also selected and assigned to control group. Thus, each of the each Local Governments in Rivers-West Educational Zone has one experimental group and one control group. The pre-test and post test were administered to both the control and experimental group. JITT method was used to teach the experimental group while control group was taught the same lesson using conventional method. Also the researchers developed questionnaire whose reliability index was found to be 0.82 using the cronbach Alpha formula. Data collected from study were analyzed. The research questions were answered using mean and standard deviation while hypotheses were tested at 0.05 level of significance using ANCOVA. A number of findings were made from the study which includes: The achievement grades of students taught financial accounting using JITT method are greater than those taught using conventional method; there was significant effect of gender on the students’ mean achievement scores of students taught Business studies using JITT method. In line with the finding, it was recommended among other that JITT should be formally adopted for instruction in secondary schools in order to improve students’ performance.

DOI: 10.5901/jesr.2014.v4n5p59