Nnadiebube Journal of Education

The achievement of the students in Financial Accounting in Colleges of Education has been falling over the time probably due to instructional methods. The need to improve students’ academic retention in Financial Accounting necessitated this study on relative effectiveness of Just-in-Time Teaching (JiTT) and Peer Instructional (PI) strategies on students’ academic achievement in Financial Accounting in Colleges of Education in Anambra State. One research question guided the study, and one hypothesis was tested. Quasi- experimental design, specifically, non-randomised, pre-test, post-test, nonequivalent group designed was adopted for the study. The population of the study was 167 NCE II business education students from the two Colleges of Education in Anambra State. The entire population was used in their intact classes. The two classes were randomly assigned to PI and JiTT groups. Instrument for data collection was Financial Accounting Achievement Test (FAAT) developed by the researcher. The instrument was validated by three experts. Kuder Richardson formula 20 (KR-20) was used to ascertain the reliability index of the instrument and the index value of 0.90 was obtained. Data collected for the study were analyzed using mean and standard deviation to answer the research question, while Analysis of Covariance (ANCOVA) was used for testing the hypothesis at 0.05 level of significance. Findings of the study revealed that the JiTT strategy improved students’ achievement scores in Financial Accounting when compared with PI strategy. Therefore, it was concluded that JiTT strategy was found to be more effective than PI strategy. Based on the findings of the study, it was recommended, among others that Accounting lecturers at Colleges of Education should formally adopt JiTT strategy which is interactive in order to improve students’ academic achievement.

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