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Improving Accounting and Finance-Students-Performance Through Group-Based Teaching and Learning: A Pedagogical Innovation

Author

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  • Shedrack Enyeribe Nwannunu

    (Department of Accountancy, Abdul Gusau Polytechnic, Talata Mafara, Nigeria)

  • Sani Yahaya

    (Banking and Finance Department, Federal University Dutse, Nigeria)

  • Nurudeen Mohammed Moshud

    (Department of Accountancy, Abdul Gusau Polytechnic, Talata Mafara, Nigeria)

Abstract

Organising Group-work besides formal lectures within a cohort of students has become a global trend in academia and a requirement for academic programme accreditation in tertiary institutions by the American Institute of Certified Professional Accountants (AAICPA) and the Association to Advance Collegiate Schools of Business (AACSB) professional bodies. This study examined the impact of participating in Group-Based Teaching and Learning(GBTL) besides Formal Lectures(FL) on the academic performance of accounting and finance students at Abdu Gusau Polytechnic, Nigeria. Levene’s equality of variances test verified the data variances’ homogeneity further. The one-way ANOVA with P-value = 0.05 tested the H1 hypothesis regarding the overall effects of GBTL post formal teaching and Formal Lectures (FL) on the student’s academic performance. Post hoc Tukey HSD analysis examined the H2 hypothesis about the specific impact of GBTL and FL on the student samples’ performance. The result of the ANOVA revealed that the effect of participating in Group-Based Teaching and Learning among accounting and finance undergraduates significantly differs across students’ performance of the group representatives. The post-doc Tukey HSD test results showed that Group-Based Teaching and Learning had specific effects on students’ performance. The study’s outcomes positively encourage students’ participation in GBTL besides formal lectures. The investigators recommended future research with larger samples that span multiple academic disciplines and numerous postsecondary institutions.

Suggested Citation

  • Shedrack Enyeribe Nwannunu & Sani Yahaya & Nurudeen Mohammed Moshud, 2023. "Improving Accounting and Finance-Students-Performance Through Group-Based Teaching and Learning: A Pedagogical Innovation," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(1), pages 950-963, January.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:1:p:950-963
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    References listed on IDEAS

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    4. Wyness, Lynne & Dalton, Fiona, 2018. "The value of problem-based learning in learning for sustainability: Undergraduate accounting student perspectives," Journal of Accounting Education, Elsevier, vol. 45(C), pages 1-19.
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