EXPERIENTIAL LEARNING STRATEGIES AND ACADEMIC PERFORMANCE OF STUDENTS IN FINANCIAL ACCOUNTING IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM NORTH-EAST SENATORIAL DISTRICT.
Abstract
This study investigated the extent to which experiential learning strategies influence the academic performance of students in Financial Accounting in public secondary schools in Akwa Ibom North-East Senatorial District. Two specific purposes of the study, two research questions and two hypotheses guided the study. Descriptive survey research design was used in this study. The area of this study is Akwa Ibom North-East Senatorial District. The population of the study comprised 2236 senior secondary three (SS3) students in 2025/2026 academic session offering Financial Accounting in all the 86 public secondary schools in Akwa Ibom North-East Senatorial District The sample size for this study comprised 329 senior secondary three (SS3) students offering financial accounting in the 86 public secondary schools in Akwa Ibom North-East Senatorial District. The researcher-made instrument entitled “Experiential Learning Strategies Questionnaire” (ELSQ) was used to collect data for the independent variable while a standardized test (Result from Senior Secondary two (2) Mock Examinations) was used to obtain data on the academic performance of financial accounting students. The instrument developed by the researcher was given to three research experts for face-validation. Cronbach’s Alpha statistics was used to obtain the reliability coefficient of 0.86. The data collected were analyzed using simple linear regression for the research questions as well as test the statistical significance of the null hypotheses at 0.05 level of significance. The findings of the study revealed that experiential learning strategies influence academic performance of students in Financial Accounting in public secondary schools in Akwa Ibom North-East Senatorial District. It was concluded that students learn financial accounting concepts more effectively when they are actively involved in the learning process rather than positioned as passive recipients of information. It was recommended among others that Financial accounting teachers should regularly incorporate simulation activities such as mock business transactions, ledger preparation, and financial statement exercises into classroom instruction.References
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