Performance of Accounting Students in Nigerian Public Universities: Does Accounting Teaching Methodology Matter?

Abstract

The study examined how different methods of teaching accounting influence the academic performance of university students in Nigeria. The teaching methods under examination were lecture method, group discussion method, and participatory method. The study used a descriptive survey design and selected a sample of 135 students from two Nigerian universities using Taro Yamane's formula. Data was collected through the use of a 5-point Likert scale questionnaire. The inferential analysis was carried out by means of Kendall's Tua correlation coefficient with the help of SPSS Version 23. The findings showed that all three teaching methods - lecture, group discussion, and participatory - had a significant positive impact on the students' performance at a 1% level of significance. The study recommended that lecturers in accounting should prioritize a participatory approach, as it helps to improve clarity and understanding of the subject material.