GENDER AND CLASS-WIDE PEER TUTORING (CWPT) INSTRUCTIONAL STRATEGY ON INTEREST AND ACHIEVEMENTS IN SENIOR SECONDARY STUDENTS IN FINANCIAL ACCOUNTING IN OWERRI EDUCATION ZONE, IMO STATE

Abstract

The study investigated the interaction effect of gender and class-wide peer tutoring (CWPT) on interest and achievement of SSII students in financial accounting in Imo State.  It adopted a quasi-experimental non-equivalent pre-test post-test control group design.  The sample was 175 SS II financial accounting students selected using purposive sampling technique.   The null hypotheses were tested at 0.05 level of significance. Financial Accounting Achievement Test (FAAT) Financial Accounting Students Learning Interest Scale (FASLIS) were used for data collection.  The instruments were validated by three experts. To guarantee content validity of FAAT, a table of specification was developed.  The FAAT was trial-tested to determine its reliability using Kudder-Richardson (KR-20) test and a reliability coefficient of 0.89 was obtained, while Cronbach Alpha was used for FASLIS and a coefficient of 0.75 was obtained.  Analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance.  Findings of the study showed that there was interaction effect of CWPT and gender on SSII students’ interest and achievement in financial accounting, however, the interaction was not significant.  It was recommended that financial accounting teachers should be equipped with the requisite knowledge and skills for effective utilization of CWPT in the classroom through trainings, workshops and seminars. It was also recommended that since utilizing CWPT improved financial accounting students’ interest and achievement without gender bias; financial accounting teachers need to incorporate CWPT into their teaching in order to give the students the opportunity to practice and gain mastery of it.