The Effect of Students’-Team-Achievement-Division and Blended Learning Strategies on Students’ Academic Achievement in Cost Accounting in Southwest, Nigeria
*1Elkanah Ayodeji Olafare and 2Sunday Fatoba Adebayo
1,3,&4Department of Business Education, Adeyemi Federal University of Education, Ondo, Ondo State, Nigeria. Emails: ayodejiolafare@gmail.com1* & sunnydebayo@yahoo.com
Abstract
This study examined the effect of students’-team-achievement-division and blended learning strategies on students’ academic achievement in cost accounting in southwest, Nigeria. The study employed a quasi-experimental research design with a 3x2 factorial matrix. The population of this study consists of 2,245 200 level business education students in all public universities offering business education in south west, Nigeria. The sample of this study consists of 461, 200 level business education students in three universities. Cost Accounting Achievement Test and locus of control questionnaire was the instrument used for data collections in this study. The reliability of CAAT and LOCQ was ensured using the KR-20 and Cronbach Alpha techniques and the reliability coefficients was 0.78 and 0.81 respectively. Data collected were analyzed using mean, standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05. Findings revealed a substantial difference in the mean gain scores between the two groups. The STAD group recorded a mean gain of 26.2 compared to the Conventional group's gain of 12.3. This indicates that students taught Cost Accounting using STAD achieved higher mean scores than those taught using conventional lecture methods. While the Blended Learning group had a significantly higher post-test mean score (74.2) and a higher mean gain (32.4) compared to the conventional group. Also, findings revealed that the main effect of treatment on students' achievement was significant (F = 77.96, p < .05, while there is a significant main effect of locus of control on achievement (F = 39.68, p < .05). consequently, the interaction effect between treatment and locus of control was not significant (F = 1.16, p > .05). Thus, the null hypothesis is accepted. This suggests that the effectiveness of the instructional strategies (STAD, Blended, or Conventional) does not depend on the students' locus of control; the treatment strategies were equally effective (or equally less effective) for both internal and external locus groups. It recommended among others that accounting educators should adopt STAD for cooperative learning that is from heterogeneous teams of 4-5 students with mixed ability levels. Accounting lecturers should implement blended learning strategies by upload lecture videos, cost accounting templates (Excel), formative quizzes, and discussion prompts on an LMS. Students should be required to complete online pre-class activities before face-to-face sessions.
Keywords: Students’-Team-Achievement-Division, Blended Learning Strategy, Students achievement and Cost Accounting
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