ENHANCING THE SKILLS OF THE SECOND-YEAR BUSINESS STUDENTS OF SENIOR HIGH SCHOOL IN THE DOUBLE ENTRY ACCOUNTING PRINCIPLE THROUGH DEMONSTRATION METHOD OF TEACHING

Back to Page Authors: Raphael Cudjoe Sikabli

Keywords: cognitive and psychomotor capabilities, acquisition skills, accounting questions, Aduman Senior High School, double entry principle

Abstract: This study was conducted to assist year two (2) financial accounting students of Aduman Senior High School to enhance skills and understanding in double-entry accounting application from given information. The sample for the research was made up of eighteen (36) students of second-year accounting class and three (3) instructors from the Business Accounting Department. The instruments used by the researcher to collect data assess the progress of students as the interventions were implemented and also assess the outcome of the study were observation, unstructured interview, test, and questionnaires. The researcher used the following designed interventions to help to improve the performances of learners in double-entry accounting application: (demonstration method of teaching, regular class exercises and assignments and the provision of timely feedback). The results of the study were presented in a chart and tables and analyzed using percentages, it was realized that lack of appropriate learning materials such as textbooks, handouts and up-to-date financial accounting books in the library, stifles students to explore the subject. Another problem students faced was a lack of feedback on marked assignments. The researcher in his recommendations urged that educational policymakers should encourage instructors to use demonstrational teaching strategies to teach learners. As the method is found to be appropriate since it makes the teaching of financial accounting more practical by catering for individual differences of students.