EFFECT OF STUDENTS’ TEAM ACHIEVEMENT DIVISION (STAD) ON STUDENTS’ ACADEMIC ACHIEVEMENT IN TAXATION IN UNIVERSITIES IN CROSS RIVER STATE, NIGERIA.

Author:
Emmanuel Ekep Agbor, Nonye Azih

Doi: 10.26480/eldn.02.2024.86.90

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

The study determined the effect of Students’ Team Achievement Division on the achievement of students in Taxation in Universities in Cross River State of Nigeria. In achieving the purpose of the study, three research questions were asked and three hypotheses stated in the null form guided the study. The study adopted a pre- test, post-test, control group, non randomization quasi-experimental research design. The population of this study consisted of Ninety-Three (93) final year business education students in the study area. This number was also used as the sample for the study based on the manageable size of the population. A 45-item Taxation Achievement Test (TAT) with multiple choice questions served as the data gathering tool. Three experts validated the instrument, and Kudar-Richardson 20 (KR-20) reliability testing was done for the instrument. Analysis of Covariance (ANCOVA) was employed for the null hypotheses at the 0.05 level of significance whereas mean and standard deviation were used for the research questions. The findings from data analysis showed that students taught with STAD performed significantly better than students that were taught with the conventional teaching method and students that were taught with STAD did not show any pronounced differential effect based on gender. Also, there was no interaction effect of treatment and gender on the students’ achievement in Taxation. Based on the findings, it was recommended that critical stakeholders that are in charge of planning the curriculum should incorporate Students’ Team Achievement Division instructional strategy into the curriculum for teaching taxation in universities.

Pages 86-90
Year 2024
Issue 2
Volume 2