EFFECTS OF JIGSAW AND PEER -TUTORING TEACHING METHODS ON COLLEGES OF EDUCATION STUDENTS’ ACADEMIC PERFORMANCE IN COST ACCOUNTING
Abstract
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 The study was carried out to determine the effects of jigsaw and peer tutoring teaching methods on Colleges of Education Students’ academic performance in cost accounting. The study stated two specific purposes, two research questions and two null hypotheses to guide the study. The study adopted Quasi-experimental design. The population of the study comprised of 168 Business Education Students from colleges of education and a sample of 113 Business Education Students. Cost Accounting Performance Test (CAPT) was the instrument used to gather the data for the study. CAPT consists of two sections: Pre-test and Post-test sectionsh, the instrument (CAPT) was duly validated by four experts.   Cronbach Alpha method was used to establish the reliability of the instruments, the reliability coefficient calculated for the instrument was 0.81. Research questions were analyzed using Mean and Standard Deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results of the study revealed that Jigsaw and Peer-tutoring methods of teaching have significant effect on the academic performance of students in cost accounting in colleges of education. It was concluded that jigsaw teaching method and peer-tutoring teaching method had positive effects on business education (accounting) students’ academic performance in cost accounting in Colleges of Education. The major recommendations included the following: Jigsaw and peer-tutoring  teaching methods should be used by lecturers to teach cost accounting to colleges of education business education (accounting) students
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Keyword Jigsaw, Peer -tutoring, Academic Performance, Cost Accounting
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