Examine how teaching and learning resources/materials affect the accounting instruction in senior secondary schools in the OWERRI Municipal IMO State.
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CHAPITER 1
INTRODUCTION
1.0
The effect of instructional materials on the teaching and learning of accounting is the subject of this chapter.
The contents included information on the study’s background, problem statement, goal, research questions, research hypotheses, importance, study limitations, and study scope.
History of the Study
In both teaching and learning, the utilization of resources and instructional materials is crucial in any country’s educational system.
A teaching material is defined as “a material which a teacher utilizes to promote the learning, comprehension and acquisition of knowledge, concepts, principles, or abilities by his pupil” by Tamakloe, Amedahe, and Atta (2005, p. 60).
When it comes to education, teaching and learning resources refer to the tools and materials used to engage students in their studies and make learning more straightforward than it otherwise would have been.
The utilization of educational materials and tools sparks students’ attention, encouraging them to study and developing their independence and sense of personal responsibility.
Some students have reported that the use of teaching and learning materials/resources is successful in improving student attitudes, raising exam scores, and shortening the time needed to master certain materials, despite the difficulty of evaluating the effectiveness of the use of instructional resources (Kurland 2008).
Despite the wide range of study results, teaching and learning tools are available for use at all educational levels.
The importance of teaching and learning materials, including accounting, cannot be understated in the teaching of any topic.
The use of teaching and learning resources and materials to foster interest in the subjects may modify this perspective.
Bank statements, cardboard, promissory notes, debit and credit notes, and examples of final organizational accounts are only a few of the pertinent teaching and learning tools frequently utilized in accounting lessons.
These instructional resources are intended to support senior high schools’ teaching and learning of accounting (SSS).
Despite the advantages associated with using teaching and learning materials, they are not frequently employed in classroom instruction, according to Martin and Arendale (1994).
Despite the fact that accounting instructors in senior secondary schools are aware of these of this teaching practices
According to Adedeji and Owoeye’s findings from 2002, if a school’s human resources are not well trained to use its physical material resources, there is no significant correlation between the amount of resources allotted to it and the academic success of its vocational education pupils.
Without a suitable distribution channel, Squire (2002) contends that having the essential resources arranged in a controllable structure is insufficient.
More usage of teaching and learning materials, according to Tamakloe et al. (2005), does not ensure successful teaching or effective communication.
However, what makes them effective in affecting teaching and learning is the careful selection and expert management by teachers.
Description of the issue.
It indicates that resources and teaching aids have a favorable impact on how any topic is taught and learned.
The many kinds of teaching and learning materials as well as the values that may be drawn from their correct usage should thus be familiar to instructors.
Despite the considerable impact that teaching and learning resources and materials have on students’ academic achievement,
It seems that little teaching and learning materials are available in the majority of Owerri Municipal schools.
Most of the time, instructors find it challenging to manage certain teaching and learning resources, and poor management of these resources can have a detrimental effect on students’ academic achievement in a variety of subjects, including accounting.
The primary goal of the study was to look at how teaching resources and materials impacted accounting instruction in Owerri Municipal in Imo State.
Ike et al. (2015) claim that through bridging the gap between theory and practice, teaching and learning material and practice make learning tangible. They also give learners the chance for independent and personalized learning
Goals of the Study
The study’s main goal is to investigate how teaching and learning tools and materials affect the way accounting is taught in senior secondary schools in Owerri Municipality, Imo State.
In particular, the research should:
Analyze the impact of the resources/materials used for teaching and learning on the academic achievement of accounting students.
Ascertain if the choice of teaching and learning materials for the teaching and learning of financial accounting will be influenced by the instructors’ expertise.
Find out if there is a meaningful difference between performances taught with teaching materials and learning tools and those taught without them.
The Study’s Purpose
All senior secondary schools in Owerri Municipal Council teach and cover accounting, however this study is only applicable to public schools there and includes all accounting students.
Research Issues
The following study’s execution is guided by the following research questions.
Is there a connection between the academic success of accounting students and the resources used for teaching and learning?
Does the choice of teaching and learning resources for the financial accounting curriculum depend on the quality of the teachers?
Does the academic achievement of students who received instruction using teaching and learning materials and those who did not have such resources differ noticeably?
Research Theories
During the research, the following hypotheses will be put to the test.
Ho1: The utilization of instructional materials and learning tools and the academic success of accounting students are not significantly correlated.
Ho2: There is no discernible difference between the choice of teaching and learning resources and the ability of the teachers.
Ho3: There is no discernible difference between students who received accounting instruction using teaching resources and materials and those who did not.
Relevance of the Research
The purpose of the study was to evaluate how teaching and learning resources/materials affected the teaching and learning of accounting in senior secondary schools in the calabar Municipality. The findings of the study may be helpful to various institutions and educational authorities engaged in developing and implementing policy to increase the sufficiency of teaching and learning resources/materials in schools.
Additionally, it is hoped that the study will do so.
Increase the body of literature on the impact of teaching and learning resources on accounting teaching and learning in order to support educational evaluations in setting up ongoing networks for quality monitoring and improvement of education, to direct teachers in making better use of teaching and learning resources by employing instructional strategies for effective curriculum delivery, and to inform policies in teacher education.
The results may also serve as a foundation for future studies including the development of instructional materials and other resources for use in schools.
Study’s Restrictions
Limitations are aspects that might influence the study (Naqchmias & Nachmias, 2009).
Respondents were reluctant to share information about the suitability of teaching and learning resources in their schools in relation to performance because they believed the researchers were out looking for problems despite the study’s goal of determining the influence of teaching and learning materials on the teaching and learning of accounting in senior secondary schools in Owerri Municipal.
However, the researchers went to the schools in person and made it clear that the study’s sole objective was academic.
Another drawback of the study was that it was not able to include all of the senior secondary schools in Owerri Municipal Council owing to funding difficulties on the side of the researchers.
Instead, this survey only included seven public senior secondary schools.
The researchers’ other obstacle was the dearth of published materials on the study topic that had been done locally a calabar Municipal Council.
