This study aimed at finding out the “Effect of Using Learning Management System on Academic Performance of Students on Financial Accounting in Secondary Schools in Bauchi State”. Four specific objectives, four research questions and four related null hypotheses were formulated. The research design adopted was a quasi-experimental design. With a population of 10,790 secondary schools students II that are offering FA in Bauchi State. Purposive sampling technique was used in the selection of the students where the sample size was 240 students and also Purposive sampling technique was used in selecting the experimental and control groups. Mean and standard deviation were used to answer the four research questions. Independent sample t-test was used to test null hypothesis one and four while paired sample t-test was used in testing the null hypotheses two and three, all null hypotheses were tested at 0.05 level of significance. The findings of the study revealed among others, that there was a significant difference in the achievement of the students of SSS II taught FA using LMS tool compared to those taught using Conventional method. It was concluded that LMS is effective in teaching FA for better students’ academic performance in secondary school. Based on this finding, it was recommended among others that teachers should intensify efforts in the use of LMS tool in teaching FA in secondary schools in Bauchi State.
Table of Contents
1. Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms
2. Literature Review
2.1 Theoretical framework underpinning the study
2.2 Meaningful learning with LMS Tool
2.3 An Overview of LMS
2.4 Benefit of LMS
2.5 The Effectiveness of the LMS
2.6 Historical Development of Accounting
2.7 Objectives of Accounting
2.8 LMS and Financial Accounting
2.9 Students’ Academic Achievement
2.10 Review of the Related Empirical Studies
2.11 Summary of Literature Reviewed
3. Research Methodology
3.1 Research Design
3.2 Area of the Study
3.3 Population of the Study
3.4 Sample and Sampling Techniques
3.5 Data Collection Instrument
3.6 Treatment
3.7 Method of Data Collection
3.8 Validation of Instrument
3.9 Reliability of the Instrument
3.10 Method of Data Analysis
4. Result and Discussion
4.1 Research Questions
4.1.1 Research Question One:
4.1.2 Research Question Two:
4.1.3 Research Question Three:
4.1.4 Research Question Four:
4.2 Test of the Null Hypotheses
4.2.1 Null Hypothesis 1
4.2.2 Null Hypothesis 2
4.2.3 Null Hypothesis 3
4.2.4 Null Hypothesis 4
4.3 Findings
4.4 Discussion of Findings
5. Summary, Conclusion and Recommendations
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Implication of the Study
5.5 Limitations of the Study
5.6 Suggestions for Further Studies
5.7 Contribution to the Body of Knowledge
Objectives and Topics
This study aims to investigate the effect of implementing a Learning Management System (LMS) on the academic performance of Senior Secondary School II students in Financial Accounting within Bauchi State, Nigeria, by comparing its effectiveness against traditional lecture-based instructional methods.
- Integration of Learning Management Systems (LMS) in accounting education.
- Application of the Tutor Manager Application Software (TMAS) for instructional delivery.
- Impact of technology-mediated pedagogy on student academic achievement.
- Comparative analysis of constructivist, technology-enhanced teaching versus traditional lecture methods.
- Evaluation of instructional effectiveness through pre-test and post-test quasi-experimental design.
Excerpt from the Book
2.2 Meaningful learning with LMS Tool
Meaningful learning has been described in different terms as a way of learning that makes learners to acquire new knowledge or understand new information or concept based on what they already know as well as their personal experiences (Jonassen, Howland, Marra & Crismond, 2008). By this description, meaningful learning could be said to echo constructivism as it promotes meaning making on the part of learners. Literatures highlight five components of meaningful learning: Active, Constructive, Intentional, Authentic and Cooperative. In Jonassen et al.’s (2008) view, these attributes of meaningful learning as “interrelated, interactive, and interdependent”. This means that they do not exist in isolation for meaningful learning to be achieved; rather it is their synergetic effect that has value for instructional and learning purposes. This seems to suggest that teaching and learning artifacts when considered for meaningful learning should be designed to promote active, constructive, intentional, authentic and cooperative learning.
This is evident in the descriptions the authors gave for each proposed attribute. In particular, Jonassen et al. (2008:7) explained Active to mean “manipulative and observant” in that learners are engaged actively in an environment that allows them to manipulate objects and parameters and also, learners are privileged to observe the results of their manipulations accordingly. However, authors added that activity alone cannot ensure meaningful learning. There should be room for learners to “articulate what they have accomplished and reflect on their activity and observations”, in other words, learners should be guided to be “constructive” (Jonassen et al., 2008:7). On these grounds, the authors described the Active and Constructive attributes of meaningful learning to be “symbiotic” in that, they both depend on each other for meaningful learning to be achieved. This seems to emphasize the relationship that exists between the Active and Constructive attributes of meaningful learning.
Summary of Chapters
Chapter One: Provides the foundational background, identifies the research problem regarding student performance in Financial Accounting, and outlines the research objectives, questions, and hypotheses.
Chapter Two: Reviews existing literature on constructivism, the components of meaningful learning, the historical development of accounting, and the implementation of Learning Management Systems in educational contexts.
Chapter Three: Details the research methodology, including the quasi-experimental design, the selection of the study area, population, and the sample of 240 students, as well as the instruments used for data collection.
Chapter Four: Presents the analysis of the gathered data, covering the descriptive results for the research questions and the inferential statistical testing of the four null hypotheses.
Chapter Five: Summarizes the study's conclusions, highlights the positive impact of the LMS tool on academic achievement, and provides recommendations for educational stakeholders.
Keywords
Learning Management System, Financial Accounting, Academic Performance, Quasi-experimental Design, Constructivism, Instructional Technology, Secondary Education, Student Achievement, Tutor Manager Application Software, Pedagogy, Bauchi State, E-learning, Educational Reform, Meaningful Learning, Interactive Teaching
Frequently Asked Questions
What is the core focus of this research study?
The research evaluates the impact of utilizing a Learning Management System (LMS) as a primary instructional tool for teaching Financial Accounting to secondary school students compared to the traditional lecture method.
What are the central thematic fields covered in the work?
The study centers on the integration of educational technology (LMS), pedagogical shifts from teacher-dominated to learner-centered approaches (constructivism), and improving academic achievement in vocational subjects like Financial Accounting.
What is the primary research objective?
The main objective is to empirically determine if teaching with an LMS tool significantly improves student achievement in Financial Accounting compared to traditional face-to-face instruction.
Which scientific methodology was employed?
The study utilized a quasi-experimental design with a non-equivalent control group, involving pre-test and post-test assessments to measure student progress over a six-week intervention period.
What topics are discussed in the main body?
The main body explores the theoretical underpinnings of constructivism, the five dimensions of meaningful learning (5DML-LMS model), the historical context of accounting, and empirical data analysis comparing experimental and control groups.
Which keywords best characterize this work?
The work is characterized by terms such as Learning Management System, Financial Accounting, Academic Performance, Constructivism, and Educational Technology.
How does the study validate the effectiveness of the LMS?
The effectiveness is validated by comparing the mean achievement scores of an experimental group (taught using TMAS/LMS software) and a control group (taught via traditional lectures) using independent and paired sample t-tests.
What is the role of the TMAS software mentioned in the study?
TMAS (Tutor Manager Application Software) serves as the specific LMS tool deployed in the classroom to facilitate interactive learning, resource management, and content delivery for Financial Accounting lessons.
What was the conclusion regarding the use of LMS in the classroom?
The study concluded that the LMS tool significantly enhanced students' academic achievement, suggesting that teachers should transition towards utilizing such technologies to reduce the high failure rates associated with traditional instruction.
- Citation du texte
- Usman A. Mohammed (Auteur), 2021, Effect of using learning Management System on academic Performance of Students in financial Accounting in Secondary School in Bauchi State, Munich, GRIN Verlag, https://www.grin.com/document/983916
