EFFECTS OF GUIDED DISCOVERY METHOD ON ACADEMIC PERFORMANCE OF STUDENTS IN PRINCIPLES OF BOOK KEEPING AND ACCOUNTING

Abstract

Business Education aims to produce self-reliant graduates, but low academic achievement in key business subjects hinders this goal. To address this challenge, innovative teaching methods are crucial. This study investigated the effect of the guided discovery method on students' academic performance in Principles of Bookkeeping and Accounting. The study employed a quasi-experimental design with 175 second-year business education students used as intact classes. The primary tool for the study was the Principles of Bookkeeping and Accounting Achievement Test (PBAAT). The pre-test was given to both the experimental and control group, after which the experimental group received guided discovery method treatment for six weeks. At the end of the treatment period, a post test was administered to both groups to determine the difference in their academic achievements. The results of data analysis showed that guided discovery method is more effective than lecture method in teaching students in principles of book keeping and accounting in Colleges of Education. Results also showed that there is significant main effect of gender on the academic performance of students taught Principles of Bookkeeping and Accounting with the guided discovery method. Based on the effectiveness of guided discovery teaching method as found out in this study, it is recommended among others that, educators should adopt a Guided Discovery Method (GDM) approach that incorporates student-centered learning, guided instruction, collaborative learning, technology integration, and formative assessments to improve student learning outcomes and academic achievement in Principles of Bookkeeping and Accounting.

Key words: Guided discovery method, Lecture Method, Academic performance, Teaching Method and Gender.