Influence of Adversary Instructional Technique on Learner Achievement in Book Keeping in Public Secondary Schools in Komothai Zone, Kiambu County, Kenya

Abstract

The research titled Influence of Adversary Instructional Technique on Learner Achievement in Bookkeeping in public secondary schools in Komothai Zone, Kiambu County, Kenya aimed to examine the influence of adversarial teaching methods on students' ability to acquire bookkeeping skills. The research was conducted with the following aims: determine the effect of adversary technique in adopting controversy in learner achievement in bookkeeping on public secondary schools; assess the impact of adversary instructional technique in assimilating cognition in learner achievement in bookkeeping on public secondary schools and evaluate the impact of adversary technique in declarative knowledge in learner achievement in bookkeeping on public secondary schools in Komothai zone, Kiambu County. The study aimed to offer a deeper understanding of educators' perspectives regarding the utilization of adversarial instructional methods in the instruction and acquisition of bookkeeping, as well as its potential impact on learner performance. The results of this scholarly investigation may be utilized to enlighten policies and methodologies such as chromatic bookkeeping associated with the application of the method in the educational perspectives. The study utilized interpretative and positivist research frameworks and implemented a quasi-experimental methodology, specifically employing the Solomon four-group design, to assess and contrast the effects of two interventions and two control groups. Furthermore, both qualitative and quantitative research methodologies were employed for the purpose of data acquisition. The data was obtained through interviews, classroom observations, questionnaires, and achievement tests. Both descriptive and inferential statistics were computed using SPSS Version 22 to analyze the data generated and depicted in graphs, frequencies, and proportions. The findings of the study indicated that within the experimental group, the institution's name (B= 0.168, t=3.602, p=0.000), learner's attitude (B=0.191, t=4.201, p=0.000), controversy learning (B=0.121, t=2.575, p=0.010), and assimilating cognition (B=0.144, t=3.319, p-value of 0.001) exhibited positive and statistically significant effects on learner achievement in bookkeeping. Conversely, in the control group, the variables of school name (B=0.179, t=3.882, p=0.000) and learner attitude (B=0.163, t=3.414, p=0.001) demonstrated positive and significant associations with learner achievement in bookkeeping. The examination revealed that the corresponding educational institutions and learner disposition resulted in a beneficial impact on learner performance in both the control and experimental cohorts. Specifically, the learners mentioned convenience, simplicity, and utility in educational environments as primary factors. The study suggested that the Ministry of Education should formulate policies that are mindful of the distinctiveness among educational establishments. Furthermore, it is imperative for the administration of secondary schools to take into account the customization of instructional approaches in order to cater to diverse learning modalities, thereby enhancing students' comprehension and long-term retention of intricate ideas. Moreover, the research emphasizes the need for additional scholarly evaluation regarding the efficacy of the existing pedagogical approaches and educational initiatives.