Nnadiebube Journal of Education

Student academic retention in financial accounting depends partly on the use of an instructional approach whose activities target most learning sense. Edmodo Learning Management System (ELMS) has been claimed to be one of such approach. This study sought to determine if (ELMS)would facilitate students’ academic retention of financial accounting concepts more than the lecture method. Guided by two research questions, this study was a quasiexperimental design. A purposive sample of 257 SSII students was selected. A researcher developed EDMODO Financial Accounting Retention Test (EFART) was used to collect data. The study, which lasted for 6 weeks, utilized the ELMSfor the experimental group, and lecture method [LM) for control group. Data was analyzed using mean, standard deviation and gain score. Finding indicated that ELMSapproach is more effective for enhancing student’s academic retention of financial accounting concepts irrespective of gender, than the LM. This implies that ELMS could be effectively used in intact classes to enhance the retention abilities of students in financial accounting concepts among male and female students. Based on findings, it was recommended that innovative activity-based instructional approaches such as ELMS should be adopted by secondary school financial accounting teachers for teaching.

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