TEACHERS COMMUNICATION PATTERNS AND TEACHING METHOD AS PREDICTOR OF STUDENTS ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined influence of teachers communication patterns and teaching method as predictor of students academic achievement in financial accounting in public secondary schools in Anambra state. Two research questions guided the study and two null hypotheses were and tested at 0.05 level of significance. The study adopted a correlational research design. The population of the study comprised 569 senior secondary school in SS2. Accounting students in 267 public secondary schools in the six Education Zones of Anambra State. The sample of the study was the entire 569 SS 2 accounting students. Instruments for data collection were two structured questionnaires: Listening Communication Pattern Questionnaire (LCPQ), Questioning Teaching Method Questionnaire (QTMQ) and Academic achievement. The scores of the students were used to measure students’ academic achievement.  The instruments were subjected to face and construct validity. The reliability was established using Cronbach Alpha correlation coefficient. The average coefficient values of 0.81 for LCQ and 0.78 for QTM were obtained. The data collected were analyzed using simple and multiple linear regression analysis. The findings of study revealed that teachers’ communication pattern (listening) and questioning teaching methods play a critical role in students’ academic achievement in financial accounting and practices. This study contributes to knowledge empirical support for the effectiveness of listing, questioning, demonstration and discussion teaching methods in enhancing students’ understanding and performance in Financial Accounting, reinforcing the importance of interactive and student-centered instructional approaches.