Browsing by Author "Elizabeth Remilekun ORE"

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    Effects of Think-Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting Among Business Education Students in Public Universities, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Elizabeth Remilekun ORE
    The teaching of Financial Accounting in universities is of great interest as the general low academic achievement of Business Education students in this course in public universities in Nigeria is becoming alarming. It is based on this that study investigated the effects of Think- Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting among Business Education Students in Public Universities, Southwest, Nigeria. The study anchored on three theories namely: Walberg Theory of Educational Productivity, Social Interdependence Theory and Gestalt Theory. One research question was raised while five hypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental research design was adopted. The population of the study was 1,270 200 level Business Education students from all public universities in Southwest, Nigeria offering Business Education as a course of study. Sample size was 423 intact class participants drawn using simple random and purposive sampling techniques; however, only 384 participated. Two research instruments; Financial Accounting Achievement Test and Instructional Guide were used for the study with a reliability coefficient of 0.75 for the Financial Accounting Achievement Test” (FAAT) instrument. One-way Analysis of Variance (ANOVA) was used to test Hypothesis One; a Two- way Analysis of Variance (ANOVA) was used to test Hypothesis Two while dependent sample test (paired sample t) was used to test Hypotheses Three, Four and Five with the aid of Statistical Product and Service Solution version 27.0. Findings of the research question showed that 185 students representing 48.2% fell in the low achievement group, 154 students representing 40.10% fell into the moderate achievement group while 45 students, corresponding to11.72% performed excellently. Findings of hypotheses showed that: the mean score (59.75 ± 12.46) of students who were taught using problem-solving teaching method, indicates superior performance compared to those taught with the think-pair-share method (51.59 ± 14.16) and the lecture method (41.94 ± 11.86)n with a F-statistic of 73.470 with p-value of 0.000, (F (1, 378) =.367, p =.545) also indicated that gender by itself does not significantly affect students' academic achievements. Also, the mean score (51.59± 14.16) of students who were taught using Think-Pair-Share teaching method was significantly different (t = 5.520, df = 78, p<0.01) from the mean score of students taught using conventional lecture method (40.75± 11.61), the mean score (59.70± 12.52) of students who were taught using problem-solving teaching method was significantly different (t = 11.405, df = 109, p<0.01) from the mean score of students taught using conventional lecture method (40.85±10.88). The pre-test mean score (43.75± 13.66) is significantly different (t = -7.659, df = 383, p<0.01) from the post-test mean score of students taught using think-pair-share, problem solving and conventional lecture methods (49.08± 14.68). It was concluded that the use of learner- centred methods such as think-pair-share and problem-solving teaching methods are more effective in improving Business Education students’ academic achievement in Financial Accounting. The researcher recommended among others that lecturers should implement a mixed strategy that incorporates TPS and problem-solving teaching methods in order to improve overall student engagement and achievement in Financial Accounting. Keyword: Corporative Learning, Financial Accounting, Problem-Solving, Think-Pair-Share Word Count: 500
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    Promoting Sustainability Development: The Role of Business Studies Teachers' in Public Upper Basic School in Oyo State
    (Lead City University Ibadan, 2023) Abosede Mariam HASSAN; Deborah Olufunke AYENI; Elizabeth Remilekun ORE
    This paper focused on promoting sustainability development: the role of business studies teachers in public upper basic schools. It examined the concept of business studies as a subject and the teachers' for promoting sustainability in public upper basic schools. Business studies is an academic subject that exposes students to business knowledge and practices and it's also a subject that's been taught in the upper basic schools and geared towards imparting in students the necessary business skills, attitudes and knowledge required to survive and succeed in the world of business. However, despite the wide applicability and importance of Business studies, many students seem not to be finding their feet in the subject and world of work after graduation, that's why this study seeks to determine the strategies that the business studies teachers' will inculcate in promoting sustainability development. The study adopts the descriptive survey design. One research question and One hypothesis tested at 0.05 level of significance. Population of the study consists of 1,269 business studies teachers, while sample consisted of 109 business studies teachers selected from 11 selected local government were randomly selected across all the three senatorial districts. A validated questionnaire containing 29 items with reliability coefficient of 0.05 level of significance. Findings reveals that instructional facilities such as visual aids and typing pool used by the teacher in teaching of business studies in Oyo state are rarely available while audio- visual aids are not available for the teaching of business studies in upper basic schools in Oyo state. Based on the findings, it was recommended among others that government and other educational stakeholders should ensure that the public upper basic schools should be equipped with the right instructional facilities such as the typing pool, visual and audio- visual aid for effective teaching of business studies as they can stimulate learning and help the students to have practical knowledge of the subject which will help in promoting sustainability development in the nation.
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    Teachers Quality and Business Education Students Entrepreneurial Skills Development in Public Universities in South West, Nigeria
    (Lead City University Ibadan, 2023) Elizabeth Remilekun ORE
    This study examined the impact of teacher quality on Business Education students' entrepreneurship skills development in public universities in Southwest, Nigeria. The study examined the extent to which teacher quality has helped to build students entrepreneurship skills. Two hypotheses were formulated and tested at 0.05 level of significance. Descriptive survey research design method was adopted for the study. The population of the study was 100 to 400 level Business Education students from 11 public universities in Southwest offering Business Education as a course of study and multi stage sampling technique was adopted to draw the sample size. Firstly, simple random sampling technique was adopted to select four universities from the population of study while purposive sampling technique was used to draw the sample size of 400 participants from the population. A four rating structured online questionnaire titled “Teacher Quality and Business Education Students Entrepreneurial Skills Development Questionnaire” (TQBESESDQ) was employed to gather data for the study. Person Product Moment Correlation (r) was used to test the hypotheses. Results from the findings revealed among others that instructional methods adopted by teachers have a great effect on the development of students' entrepreneurship skills. Based on the findings, the study recommended that instructional methods adopted by teachers should be tailored towards improving self-reliance skills of students, teachers should be constantly trained and more qualified teachers should be employed in order to meet students' needs.