E-learning Tutorial and Students’ Achievement in Double Entry Accounting in Public Secondary Schools in Kenya
Main Article Content
Keywords
E-learning, E-tutorial, secondary schools, business studies, students
Abstract
Accounting concepts are taught in Business Studies in secondary schools in Kenya. Initially, abstract concepts were introduced in the Form Two syllabus. Consequently, many students avoided opting for Business Studies in Form Three. One such difficult concept was the topic of ‘double entry’ accounting. The difficulty of the subject was the main possible reason given for the low enrolment in Kenya National Examination Council for many years. Misconceptions and other instructional underpinnings were attributed to the poor enrolment and performance without authentic research findings, which are critical if any solution is to be given. The introduction of electronic learning could serve as a means of teaching Accounting. The objectives that guided this study were: to determine the effects of computer-based instruction (e- tutorial) on students’ achievement in double entry accounting and; to examine students’ motivation toward double-entry accounting. E-tutorial was chosen for this study as an experimental research methodology. The study was carried out in public secondary schools in the Rift Valley and Western regions of Kenya. The population of the study were of all Form Two students in public secondary schools in the two regions. The schools were purposively selected. Schools for treatment were those having IBM-compatible computers and teaching Business Studies. The control group were schools that were teaching Business Studies. Pretest and posttest were administered to the control and experimental groups. Quantitative data analysis was done using t-test, ANOVA and Pearson r’ to compare the relationship. Alpha level 0.05 was used. Qualitative data was presented descriptively. The results showed that e-tutorial improved student motivation and achievement. The results conclude that e-tutorial is an effective teaching method teachers should be encouraged to use in teaching Accounting in secondary schools in Kenya.
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