This study examined the effect of cooperative learning approach on financial accounting achievement among secondary school students in Gombe state, Nigeria. A pre-test-post-test-control group design was adopted. 120 students participated in the study were selected randomly from six schools. The students were divided into two equal groups, namely: experimental (i.e., cooperative learning approach) and control group (i.e., conventional approach), both at random. A Financial Accounting Achievement Test (FAAT) was used as an instrument for data collection. The study found that at the pre-test stage, there was no statistically significant difference between the achievement of cooperative learning students and conventional approach students, the results suggested that the students were initially equal in terms of their achievements. Nevertheless, at the post-test stage, the achievement of students who were exposed to the cooperative learning was found to be significantly better than the achievement of students who were exposed to the conventional approach. The findings further suggested that cooperative learning approach effectively enhanced the financial accounting achievement of the secondary school students. It is, therefore, recommended that government should encourage both curriculum planners and secondary schools' teachers to adopt cooperative learning approach as an instructional approach for teaching financial accounting in secondary schools to improve students' achievement in the subject.

This study examines the effect of the demonstration method on students' achievement in financial accounting in Gombe state, Nigeria. A sequential explanatory mixed-method design is used where 120 students from six randomly selected schools participated in the study. The students are equally divided into two groups, namely, experimental (i.e., demonstration method) and control group (i.e., conventional approach). Four (4) students participate in the interview. A Financial Accounting Achievement Test (FAAT) is used as an instrument for data collection. The results indicate that at the pre-test stage, there is no significant difference between the achievement of students who are assigned to the demonstration method and that of those who are assigned to the conventional method. The result suggests that the two groups are equal in terms of their achievement at the initial stage. Nonetheless, a significant difference in the financial accounting achievement of students who are exposed to the demonstration method and that of those who are exposed to the conventional method is found at the post-test stage. Specifically, the finding suggests that the demonstration approach is an effective approach to improve the achievement of financial accounting students in secondary school.

Abstract:Termination of pregnancy using dilatation and curettage is still common practice in developing countries despite the morbidities and mortalities associated with the procedure. The morbidities range from minor genital injuries to injuries to the pelvic and abdominal organs such as the bladder and the intestine. Intestinal perforations and prolapse are not only common with inexperienced and untrained persons but also even amongst experienced doctors in certain cases. The commonest surgical management of uterine perforation with bowel injury is repair of the uterine wall as well as resection and anastomosis of the injured bowel. Women empowerment, girl child education, counseling and provision of contraceptive services will by no means reduce unwanted pregnancies and the complications of termination of these pregnancies. Above all, liberalization of abortion laws in the 21 st century is probably the way forward to reducing morbidities and mortalities from unsafe abortion. We present a 21 year-old divorcée, a low social class farmer who had termination of pregnancy with disastrous consequence. The pregnancy was unwanted as it was outside wedlock in a society where such is a taboo. She presented with perforated uterus and prolapse of 174 cm of gangrenous loop of intestine. She had a successful jejeno-ilial anastomosis and repair of the uterine perforation.

The study focused on the effect of an instructional approach on the financial accounting achievement of secondary school students in Gombe State, Nigeria. The present study used explanatory sequential mixed-method design; 120 students participated in the study. The students were selected at random from six secondary schools. They were equally and randomly divided into two groups, namely: cooperative and conventional approach. The interview was conducted with four students of the experimental group. Achievement Tests is used as data collection instrument. The study observed that at the stage of the pre-test, the achievement of cooperative and control group students did not differ significantly. This suggested that at the initial stage, the students were equal in their achievements. Nonetheless, at the stage of the post-test, it was proved that the financial accounting achievement of students who were taught using a cooperative approach was significantly better than that of their counterparts who were taught using and conventional approach. This suggested that a cooperative approach is the most effective approach for improving the financial accounting achievement of secondary school students. Consequently, the study recommended that curriculum planners, teachers in secondary schools should be encouraged to adopt a cooperative approach in teaching financial accounting to improve the achievement of students in the subject.