Uduonyi Okon Eminue, Garba Aliyu, Chibuzo I. Njoku


The main purpose of the study was to determine the effect of adoption of synchronous instructional strategies on students’ academic performance in Accounting in secondary schools in Akwa Ibom State. This study adopted a quasi-experimental research design using the post-test only static-group comparison. The population of the study was 1250 senior secondary two (SS2) students offering Accounting in public secondary schools in Uyo Metropolis, Akwa Ibom State. The sample of the study was 90 students grouped into 3 intact classes without randomization. In order to measure and compare students’ levels of academic performance, achievement test in Accounting was used. The instrument was face validated by three experts in Department of Business Education, University of Uyo, Akwa Ibom State. The internal consistency reliability of the instrument was determined using test-retest method. A reliability figure was calculated using the Pearson Product Moment Correlation Co-efficient which gave a reliability index of 0.82. Mean and standard deviation were used to answer the research questions, while independent t-test was used to test the hypotheses at 0.05 level of significance. The results revealed that students taught Accounting using traditional (face-to-face) method perform better than those taught using synchronous (video conferencing or virtual classroom) instructional strategies. The findings also revealed that there is a significant difference in academic performance of students taught Accounting using synchronous (video conferencing or virtual classroom) instructional strategies and those taught using traditional method in public secondary schools in Akwa Ibom State. It is therefore recommended that school administrators and stakeholders should provide functional technologies that would enable teachers to adopt video conferencing and virtual classroom in teaching and learning in secondary schools in Akwa Ibom State.


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