Students’ rating of instructional effectiveness of accounting teachers

Abstract

The purpose of the study was to assess the instructional effectiveness of senior high school accounting teachers through the rating of students. It employed the descriptive survey design to study a population of 662 senior high school accounting students from the Techiman Municipality in the Bono East Region of Ghana. A sample of 310 senior high school students was drawn by proportionate stratified random sampling. Questionnaire was administered with a return rate of 99%. Data obtained was analysed using frequencies, percentages, means, standard deviations and independent samples t-test. It was found that, generally, students rated accounting teachers’ instructions as effective and that gender of the students did not make any difference in the rating of teachers’ instructional effectiveness. Even though students perceived their teachers as effective in promoting intellectual quality, and creating quality learning environment, they were unsure about teachers’ ability in making accounting lessons significant. However, since students rated their teachers as effective then factors other than teachers’ instructional engagements in the classroom could explain the reasons for students’ poor academic performance in the subject