1Benjamin Mordedzi is a Lecturer at the Department of Accounting Studies Education, University of Education, Winneba, Ghana
2Veronica Lebene Kpogo is an Accounting Tutorat the Nungua Senor High School, Nungua-Accra, Ghana
Online published on 30 December, 2015.
The aims of this classroom-action research were to discover the performance of the girls we taught, help them to improve their academic performance in financial accounting, help us improve our own teaching practices, and enableus to make instructional changes. All the thirtygirlsin the classtook part in the study because they performed poorly after taking the pre-test. We changed conditions in the classroom to promote effective teaching and learning. We used class tests, assignments, teacher journals or field notes, student reflective logbooks, and observations to collect data. We coded the data we obtained and presented the results in tables. We used percentages to analyse the findings. Post intervention results showed that the performance of the students improved consistently over the study period. Results suggest that studentscan become achievers in the subjects they study if teachersmake them engaged learners.
Academic performance, classroom-action research, financial accounting, intervention strategies, senior high school
