The Impact of Individualized Instructional Teaching Method on Academic Achievement of Students in Financial Accounting

Abstract

The high rate of failure in financial accounting is attributed by certain experts to the use of traditional instructional methods for knowledge transmission. The objective of business education is to achieve excellence by emphasizing quality assurance and standard maintenance. It involves instructing students in courses that are pertinent to the business sector, including Accounting and Marketing. Nevertheless, the vast majority of business education students experience difficulty in Financial Accounting, despite the fact that a small number of them flourish in the subject. The objective of this study was to examine the influence of a customized instructional teaching approach on the academic performance of students in financial accounting in Niger State, Nigeria, in light of the observed low performance. The study was guided by two specific objectives, two research queries, and two stated hypotheses. The quasi-experimental design employed in the study was a pretest, post-test nonequivalent control group. The study encompasses 3733 senior high school pupils in Niger State who are studying Financial Accounting. The study employed the objectivesampling methodology to establish the sampling magnitude of 198 students. The data gathering technique used was a independently created  FAPT - which mean Financial Accounting Performance Test that underwent validation of four field professionals. The test item obtained a reliability coefficient of 0.96 as determined by Cronbach Alpha. The study issues were addressed using mean and standard deviation, while the hypotheses were tested using Analysis of Co-Variance (ANCOVA) at a significance level of 0.05. The findings revealed that students who are taught Financial Accounting using the individualized instructional method performed better than those taught using the conventional teaching method (M = 74.36, SD = 7.85); there was a glaring primary impact of treatment of individualized instructional teaching method on Learners’ achievement of secondary school students in Financial Accounting (F(1,132)= 388.281; P = 0.000); and there was a significant gender effect on the academic The study suggests, among other things, that financial accounting professors adopt tailored instructional teaching approaches in their learning center since they could improve students' learning and lead to higher academic accomplishment.