Collaborative/competitive learning styles and students’ academic performance in cost accounting in federal universities in South-south, Nigeria

https://doi.org/10.35912/jshe.v4i3.1689
Published: May 7, 2024

Abstract:

Purpose: This study investigates the correlation between learning styles and students' academic achievement in the field of cost accounting among federal universities located in the south-south region of Nigeria.

Research methodology: This study analyzed 556 final-year business education students from four federal universities in south-south Nigeria (source). The sample consisted of 248 students, selected using cluster sampling (source). The primary data were obtained using a questionnaire (source). The statistical method used was the Pearson Product Moment Correlation (PPMC) to evaluate the hypotheses and address.

Results: The findings revealed a significant positive association between the two variables. Additionally, the analysis underscores the significant positive relationship between the competitive learning approach and students' academic performance in cost accounting in federal universities in the south-south region of Nigeria.

Limitations: The sample size was small, which may have affected the reliability of the findings.

Contribution: The study would also be of benefit to professional bodies such as ICAN, ANAN, NIT, and others in that they would be aware that students have different styles of learning their course contents.

Novelty: The study advised educators to strategically design learning activities that would promote both collaboration and competition, while also establishing high-performance expectations for students.

Practical implications: Instructors are also expected to help students develop these three different styles of learning, since cost accounting, a course studied at the university, involves many calculations and concepts.

Keywords:
1. collaborative learning style
2. competitive learning style
Authors:
1 . Godspower Kingsley Chukwuka
Federal College of Education (Technical) Omoku, Rivers State, Nigeria
2 . Ekpo Godwin Pius
Heritage Polytechnic Eket, Akwa Ibom State, Nigeria
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How to Cite
Chukwuka, G. K., & Pius, E. G. (2024). Collaborative/competitive learning styles and students’ academic performance in cost accounting in federal universities in South-south, Nigeria. Journal of Social, Humanity, and Education, 4(3), 169–180. https://doi.org/10.35912/jshe.v4i3.1689
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Issue & Section
Vol. 4 No. 3 (2024): May
Articles
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

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    Appah, E. (2020). Research Methodology: Principles, Methods and Techniques: Vinson Printing and Publishing Enterprises.

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  1. Anthony-Okeke, L. I. (2020). Crossing the bridge: Nigerian students’ independent learning experience in English sixth form college: The University of Manchester (United Kingdom).
  2. Appah, E. (2020). Research Methodology: Principles, Methods and Techniques: Vinson Printing and Publishing Enterprises.
  3. Caratiquit, K. D., & Caratiquit, L. J. C. (2023). ChatGPT as an academic support tool on the academic performance among students: The mediating role of learning motivation. Journal of Social, Humanity, and Education, 4(1), 21-33.
  4. Chauhan, S. (2012). Cooperative learning versus competitive learning: which is better. Int J Multidiscip Res, 2(2), 358-364.
  5. Christensen, J., Harrison, J. L., Hollindale, J., & Wood, K. (2019). Implementing team-based learning (TBL) in accounting courses. Accounting Education, 28(2), 195-219.
  6. Faidley, J. (2018). Comparison of learning outcomes from online and face-to-face accounting courses.
  7. Fakoya, M. B. (2014). Failure modesand effects analysis of repeating accounting students. Journal of Social Sciences, 41(1), 37-43.
  8. Fortin, A., Viger, C., Deslandes, M., Callimaci, A., & Desforges, P. (2019). Accounting students’ choice of blended learning format and its impact on performance and satisfaction. Accounting Education, 28(4), 353-383.
  9. Hassel, S., & Ridout, N. (2018). An investigation of first-year students' and lecturers' expectations of university education. Frontiers in psychology, 8, 2218.
  10. Heritage, M. (2018). Making assessment work for teachers.
  11. Hockings, C., Thomas, L., Ottaway, J., & Jones, R. (2018). Independent learning–what we do when you’re not there. Teaching in Higher Education, 23(2), 145-161.
  12. Hofer, S. I., & Stern, E. (2016). Underachievement in physics: When intelligent girls fail. Learning and Individual Differences, 51, 119-131.
  13. Jones, E. (2017). Problematising and reimagining the notion of ‘international student experience’. Studies in higher education, 42(5), 933-943.
  14. Kidane, H. H., Roebertsen, H., & Van der Vleuten, C. P. (2020). Students’ perceptions toward self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study. BMC medical education, 20(1), 1-10.
  15. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development: Prentice-Hall.
  16. Lichauco, T. A. N., Molina, A., Tengco, D., & Vidallo, M. F. (2023). Academic dishonesty in online classes: Investigating self-reports using McCabe’s Academic Integrity Survey. Journal of Social, Humanity, and Education, 4(1), 1-19.
  17. Matthew, U. J., Nwobueze, C. C., & Onwuzor, O. A. (2023). Perception of violence and food security in Emohua Local Government Area of Rivers State, Nigeria. Journal of Social, Humanity, and Education, 4(1), 35-47.
  18. Omodero, C. O. (2019). Government general spending and human development: A case study of Nigeria. Academic Journal of Interdisciplinary Studies, 8(1), 51.
  19. Omodero, C. O. (2020). Factors Associated with Under-Performance of Accounting Students: Evidence from a Nigerian Public University. International Journal of Education and Practice, 8(3), 432-440.
  20. Omodero, C. O., & Nwangwa, K. C. (2020). Higher education and economic growth of Nigeria: Evidence from co-integration and Granger causality examination. International Journal of Higher Education, 9(3), 173-182.
  21. Onay, A., & Benligiray, S. (2018). Internal factors affecting student performance in accounting courses at a vocational school. Sumerianz Journal of Economics and Finance, 1(3), 82-90.
  22. Rakow, K. (2019). Incorporating financial literacy into the accounting curriculum. Accounting Education, 28(4), 384-400.
  23. Shaffee, N. S., Ahmad, E. M., Idris, S. I. Z. S., Ismail, R. F., & Ghani, E. K. (2019). Factors Influencing Accounting Students' Under-Performance: A Case Study in a Malaysian Public University. International Journal of Education and Practice, 7(1), 41-53.
  24. Shaheen, N. (2016). International students’ critical thinking–related problem areas: UK university teachers’ perspectives. Journal of Research in International Education, 15(1), 18-31.
  25. Storer, T. (2018). The effect of project based learning on the creativity of elementary students: Wilkes University.
  26. Temell?, F. (2018). Difficulties In Understanding Accounting Courses And Its Reasons: A Research For A?ri ?brah?m Çeçen University Faculty Of Economics And Administrative Sciences-Department Of Business Administration Students. Gümüshane University Electronic Journal of the Institute of Social Science/Gümüshane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 8(22).
  27. Velasco, R. M. (2019). Factors Associated with Failure in Accounting: A Case Study of the Omani Students. International Journal of Higher Education, 8(6), 157-170.
  28. Yusnaini, Y., Burhanudin, B., & Hakiki, A. (2020). Field dependence cognitive and learner aptitudes: experimental study on accounting student performance. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(6), 11346-11362.