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This study investigated the effectiveness of the peer tutoring instructional strategy in improving students’ academic achievement in financial accounting concepts. A nonrandomized pretest-posttest control group quasi-experimental design with a 2 × 2 × 3 factorial matrix was adopted. The research sample comprised 137 purposively selected students from eight intact classes in secondary schools in Southern Nigeria. The experimental group adopted a peer tutoring instructional strategy, while the control group was exposed to the conventional lecture method. Teachers’ Instructional Guides on peer tutoring and conventional method and Financial Accounting Achievement Test were used to collect data for this study. Results affirmed that the peer tutoring instructional strategy is more effective in improving students’ academic achievement in financial accounting concepts than the conventional lecture method. The outcome of this study also shows that the experimental strategy was not sensitive to gender but sensitive to socioeconomic status. Sequel to this finding, the study recommends that post-basic school teachers should make use of the peer tutoring instructional strategy to present financial accounting lessons in secondary schools to advance students’ attainment in the subject.

Background:The outbreak of COVID-19 manifests in peoples’ mental health and psychological dispositions and may also result to acute distress, depression, anxiety and post-traumatic stress disorder (PTSD) on victims. The objective of this study was to support business educators’ and students’ mental health against coronavirus trauma using trauma-focused cognitive behavioral therapy (TF-CBT).Methods:The participants (n = 74 – educators and students) who indicated PTSD symptoms based on the self-reporting questionnaire they filled, were randomly assigned to treatment and waitlist control groups. The TF-CBT manual was used for the intervention. The intervention was a 14-week treatment with 2 weeks follow-up meeting. Using repeated measures of Analysis of Variance, we determined the level of improvement of each participant in the treatment group against Coronavirus trauma at the end of the intervention.Results:The study established that gender has no significant difference in determining the effects of Coronavirus trauma on participants. Through intervention, the PTSDs and depression arising from Coronavirus event were significantly reduced in the treatment group. Again, there was a significant improvement in the participants’ general mental health at the end of the intervention. Hence, we established the implication for research and practice in line with the outcome of the study. The study advocates that TF-CBT should be employed by educational institutions in Nigeria to cushion the traumatic effects of coronavirus and future disasters on both workers and students.Conclusion:We conclude that mental health problems remain a serious challenge among business educators and students in this COVID-19 pandemic era. The study established that low educational qualifications, PTSD symptoms and negative coping strategies are the factors aggravating the general low mental health of the study participants. Finally, we advocate that the educational institutions in Nigeria should adopt TF-CBT interventions to support staff and students’ mental health against adverse effects of COVID-19.

The study was carried out to determine the ways Business Education can contribute towards poverty alleviation in Enugu State. Two research questions and two null hypotheses guided the study. The study adopted a descriptive research design that made use of 24 item structured questionnaire. The population for the study comprised 93 lecturers comprising 46 university lecturers and 47 polytechnics/colleges of education lecturers. The questionnaire was face validated by three experts. Split-half reliability method was used to determine the reliability of the items and a coefficient of 0.85 was obtained. The questionnaire was administered on 93 respondents by the researchers with the help of two research assistants. The entire 93 copies of the questionnaire were returned. The data collected were analysed using mean, standard deviation and the hypotheses were tested at 0.05 level of significance. The findings were that business education provides good citizenship through preparing students to become intelligent and productive wage-earners, and also train people to acquire skills and knowledge for employment in business related occupations, and help individuals to set up small scale businesses which can alleviate poverty. Based on the findings, it was recommended among others that Federal Government of Nigeria should set up monitoring agency to track implementation processes of the various poverty alleviation programmes it has introduced.

Financial Accounting is one of the specialised subjects in the Nigerian senior secondary school curriculum. It is no gain saying that without apposite comprehension of the subject, the goals of its inclusion in the curriculum might not be fully accomplished. Hence, the researchers are in quest of appropriate instructional strategies that entail students’ active participation and improve students’ learning outcomes (attitude and retention) through practice-oriented research. Consequently, this research determined the effectiveness of guided discovery instructional strategy, in relation to a conventional lecture, on learning outcomes of students in Financial Accounting concepts. This study adopted a nonrandomized pretest, posttest, control group quasiexperimental design with a 2 × 2 × 3 factorial design. 147 secondary school students in level 5 were selected from eight secondary schools in the northern part of a Southwestern state, Nigeria. The research instruments used were Teachers’ Instructional Guides on Guided Discovery, Students’ Attitude to Financial Accounting Questionnaire (r = 0.89) and a 30-item Financial Accounting Retention Test (r = 0.83). The analyzed data affirmed that the treatment improved students’ attitude (F(1,134) = 344.935; p < 0.05 ; η2 = 0.720) and retention (F(1,134) = 385.431; p < 0.05 ; η2 = 0.742) of accounting concepts. This study recommended that teachers should utilize the guided discovery strategy to develop attitudes and knowledge retention of learners in Financial Accounting.