ABSTRACT

This study sought to determine teachers’ perception of the effectiveness of methods employed in teaching financial accounting in secondary schools in Egba education zone of Ogun State. A descriptive survey research design was adopted for the study. Six research questions and six null hypotheses (at 0.05 level of significance) guided the study. The population of the study consisted of all the 179 financial accounting teachers in the education zone. There was no sampling since the entire population of the study was used. A 69 item questionnaire titled: teachers’ perception of the effectiveness of methods employed in teaching financial accounting in questionnaire (TPEMETFAQ) was used for data collection. Data collected were analyzed using mean and standard deviation while t-test statistic was employed to test the null hypotheses. The reliability of the instrument yielded 0.83 using Cronbach Alpha formular. The findings of the study showed that the respondents perceived direct, demonstration, problem-solving, team-teaching, experiential and individualized methods effective in teaching financial accounting in secondary schools. It was discovered that there is no significant difference in the mean responses of teachers in their perception of the effectiveness of methods of teaching financial accounting. The study concluded with the recommendation that, for pedagogical practices of financial accounting teachers to be aligned with those prescribed by curriculum planners, educational authorities and school administrators should put in place support structures aimed at monitoring and ensuring that the delivery of financial accounting instruction is done according to the stipulated curriculum standards as well as enforcing the fulfillment of pedagogical practices set in the syllabus.