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Does Augmented Reality Strategy (ARS) Outperform Lecture

Method (LM) in Teaching Goodwill Account?

Abanum Collins I.

, Dr. B. O. Alabi

, Prof. M.O. A Akinpelu

, Akintula Oluwashina Elijah

, Aina

Jeremiah Oluwafemi

1,2,3

Department of Science and Technology Education, Faculty of Education, Lagos State University, Ojo,

Nigeria

Lagos State Teaching Service Commission, Nigeria

Department of Educational Technology, Lagos State University of Education, Oto/Ijanikin, Nigeria

DOI: https://doi.org/10.51244/IJRSI.2025.120800088

Received: 09 July 2025; Accepted: 16 Aug 2025; Published: 08 September 2025

ABSTRACT

This study investigates whether the use of Augmented Reality Strategy (ARS) leads to better academic

achievement in goodwill account compared to the traditional Lecture Method (LM). Guided by one research

question and its corresponding null hypothesis, the study employed a quasi-experimental design with pretest-

posttest experimental and control group arrangement. The sample consisted of Senior Secondary School II

students from Lagos State, Nigeria, who were taught using either ARS or LM. Achievement scores were

measured using Partnership and Goodwill Account Achievement Test (PGAAT). Analysis of covariance

(ANCOVA) revealed a statistically significant difference in favor of ARS, with the instructional strategy

accounting for approximately 41.9% of the variance in student achievement. These findings suggest that ARS

significantly enhances students’ understanding and retention of complex accounting concepts compared to

traditional lecture-based instruction. This study contributes to the growing body of evidence supporting the

integration of immersive technologies in financial accounting education and provides insights for educators

and curriculum planners seeking innovative teaching approaches.

Keywords: Academic Achievement, Augmented Reality Strategy, Financial Accounting, Lecture Method,

Goodwill Account, Technology-Enhanced Learning.

Background of the Study

The traditional Lecture Method (LM), which dominates many Nigerian secondary school classrooms, has long

been criticized for promoting passive learning and rote memorization rather than deep conceptual

understanding (Damodharan & Rengarajan, 2016). This is particularly evident in the teaching of abstract

concepts like goodwill valuation in financial accounting, where students often struggle to grasp theoretical

principles and apply them in practical contexts (Adedokun-Shittu et al., 2020). The reliance on LM has led to

consistently poor student performance in areas such as partnership and goodwill account, especially during

standardized examinations like WASSCE (Ogunu, 2015).

In contrast, emerging technologies offer promising alternatives. Augmented Reality Strategy (ARS), an

immersive and interactive instructional method, has shown potential in transforming how complex topics are

taught by providing learners with visual, contextual, and dynamic representations of abstract ideas (Ziden et

al., 2022). ARS enables students to engage with 3D models and simulations that enhance comprehension,

memory retention, and problem-solving skills—critical competencies for mastering financial accounting

concepts (Belda-Medina & Calvo-Ferrer, 2022). Unlike conventional 2D teaching materials, ARS allows

students to manipulate virtual objects and explore multiple perspectives, making it particularly effective for

visualizing intricate financial transactions.

Given the increasing technological readiness of students and the urgent need for innovative pedagogical

approaches in Nigerian schools, this study explores whether ARS significantly enhances student achievement

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in goodwill account compared to the traditional lecture method. It aligns with global calls for education reform

that prioritize learner-centered, technology-enhanced strategies capable of improving both knowledge

acquisition and application in real-world settings (Akçayir & Akçayir, 2017).

Statement of the Problem

The traditional Lecture Method (LM), which remains widely used in teaching Financial Accounting in

Nigerian secondary schools, has been found to be ineffective in promoting deep understanding of abstract

concepts such as goodwill valuation (Dima & Obunadike, 2017). Students taught using this method often

struggle to apply theoretical knowledge to real-life financial situations, resulting in poor academic performance

(Ogunu, 2015). This problem is further exacerbated by the passive learning environment created by LM, which

limits student engagement and conceptual mastery. There is a growing need for innovative instructional

strategies that can enhance comprehension and retention of complex accounting topics. Augmented Reality

Strategy (ARS) offers an immersive and interactive alternative that may bridge this gap. However, empirical

evidence comparing the effectiveness of ARS and LM in teaching goodwill account remains limited in the

Nigerian educational context.

Research Question

Would there be any difference in the mean achievement scores of students taught partnership and goodwill

account using ARS and LM?

Research Hypothesis

There would be no statistically significant difference in the mean achievement scores of students taught

partnership and goodwill account using ARS and LM.

METHODOLOGY

Design

The study adopted an explanatory sequential mixed-methods design, integrating quantitative and qualitative

approaches. The quantitative phase utilized a quasi-experimental method with pre-tests and post-tests for

experimental (ARS) and control (LM) groups. The qualitative phase involved in-depth interviews to

contextualize quantitative findings, incorporating three independent variables: Teaching Method (ARS vs. LM)

and Gender (male vs. female) with dependent variables being academic performance.

Population and Sampling

The target population comprised Senior Secondary School II (SSII) students offering Financial Accounting in

Education District V, Lagos State. Two schools, Gaskiya Senior College (control, n=76) and Ajeromi Ifelodun

Senior High School (experimental, n=41), were purposively selected from four zones (Ajeromi-Ifelodun,

Amuwo-Odofin, Badagry, Ojo). Intact classes were used to ensure robust data, with geographical separation

minimizing intergroup contact.

Instruments

Three instruments were developed:

Partnership and Goodwill Account Achievement Test (PGAAT): 40 multiple-choice items from past

WASSCE questions, assessing academic performance.

Accounting Student Technology Proficiency Questionnaire (ASTPQ): Assessed technology proficiency,

with scores categorized as high (≥60), average (40–59), or low (<40).

Students’ Perception of ARS Interview Guide: Captured qualitative insights on ARS experiences.

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Instrument Validation and Reliability

All instruments underwent rigorous validation for construct, content, and face validity through peer reviews,

supervisor evaluations, and pilot testing. Reliability was established as follows:

PGAAT: Guttman Split-Half Coefficient of 0.793.

ASTPQ: Cronbach’s alpha of 0.82.

ARS Interview Guide: Cohen’s Kappa of 0.82 for inter-rater reliability.

Procedures and Analysis

Data collection spanned eight weeks. Permissions were secured from schools, and research assistants were

trained over five days to implement ARS (experimental) and LM (control). The experimental group accessed

AR content via mobile devices and the accosmart website, with real-time support through social media. Pre-

tests and post-tests (PGAAT and ASTPQ) were administered to both groups, with the experimental group using

online tests and the control group using paper-based tests. Qualitative interviews were conducted with 10

experimental group students (5 male, 5 female) in week eight.

Quantitative data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA) in SPSS

Version 23, controlling for covariates like technology proficiency. Parametric assumptions (normality,

homogeneity, linearity) were verified. Qualitative data underwent thematic analysis to derive insights from

interviews. Null hypotheses were tested at a 0.05 significance level.

RESULT

Research Question

Would there be any difference in the mean achievement scores of students taught partnership and goodwill

account using ARS and LM?

Table 1: Descriptive Statistics of Posttest Achievement Scores of Students in Experimental and Control

Groups

Group

Mean

Std. Deviation

Experimental

26.4634

7.26670

Control

11.5132

3.66058

Total

16.7521

8.84240

117

Figure 1: Means and SD of Posttest Achievement Scores of Students in Experimental and Control Groups

Std. Deviation Mean

26.4634

7.2667

Experimental

11.5132

3.66058

Control

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The experimental group (taught with ARS) scored a mean of 26.46, which is considerably higher than the

control group (taught with Lecture Method), which scored a mean of 11.51. The standard deviation for the

experimental group is 7.27, indicating some variability in scores, while the control group’s standard deviation

is lower (3.66), suggesting more consistency in their (lower) performance. The difference in means between

the two groups is 14.95, which is substantial. The results suggest that students who were taught partnership and

goodwill account using the ARS method performed significantly better, on average, than those taught using the

traditional Lecture Method (LM). This implies that the ARS strategy may be more effective in facilitating

achievement, attitude, and information literacy of partnership and goodwill account concepts.

Research Hypothesis

There would be no statistically significant difference in the mean achievement scores of students taught

partnership and goodwill account using ARS and LM.

Table 2: Analysis of Covariance on the Achievement Scores with Pretest Achievement Scores as Covariate

Source

Type III Sum

of Squares

Mean

Square

Sig.

Partial Eta

Squared

Corrected Model

6770.244

3385.122

167.816

.000

.746

Intercept

946.146

46.905

.000

.292

Pretest Achievement

817.614

40.533

.000

.262

Group

1656.489

82.120

.000

.419

Error

2299.568

114

20.172

Total

41904.000

117

Table 2 presents the results of the Analysis of Covariance (ANCOVA) conducted to test the effect of

instructional strategy (ARS vs. LM) on students’ achievement scores, while controlling for pretest scores. The

main effect of group (ARS vs. LM) is statistically significant, with F(1, 114) = 82.120, p = .000, and a partial

eta squared of .419. This indicates a large effect size, suggesting that the instructional method accounted for

approximately 41.9% of the variance in students’ achievement scores after controlling for their pretest

performance. Since the p-value is less than .05, the null hypothesis is rejected. This means there is a

statistically significant difference in the achievement scores of students based on the instructional strategy

used. The result implies that the Augmented Reality Strategy (ARS) had a significant positive impact on

students’ achievement in partnership and goodwill account compared to the Lecture Method (LM), even after

accounting for prior knowledge or ability.

DISCUSSION

Instructional Strategy and Achievement: There was a statistically significant difference in students’

achievement scores based on the instructional strategy used. Students taught using ARS outperformed those

taught with LM. The instructional strategy accounted for approximately 41.9% of the variance in achievement

scores, indicating a large effect size. It implies that ARS significantly enhances student achievement in

partnership and goodwill account.

The findings from the analysis of covariance (ANCOVA) indicate that the Augmented Reality Strategy (ARS)

significantly enhances students’ achievement in partnership and goodwill account compared to the traditional

Lecture Method (LM). This result aligns with the growing body of evidence suggesting that technology-

enhanced instructional strategies can positively influence academic outcomes, particularly in abstract or

complex subject areas such as accounting (Ezeudu et al., 2023). Specifically, the result showed that ARS

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accounted for approximately 41.9% of the variance in students' achievement scores, indicating a large effect

size. This suggests that integrating immersive and interactive tools like augmented reality into classroom

instruction can lead to substantial improvements in students’ understanding and retention of difficult

accounting concepts such as goodwill valuation and partnership accounts. This finding corroborates earlier

studies by Okoye and Okeke (2021), who found that Nigerian secondary school students exposed to

multimedia-based teaching methods performed significantly better than their peers taught using conventional

approaches.

These findings also support the assertion by Adedokun and Adu (2022) that experiential learning facilitated

through emerging technologies like AR enhances learners’ engagement and conceptual clarity. The visual and

interactive nature of AR may help students visualize abstract transactions and relationships in financial

reporting, which are often challenging when delivered via traditional lecture formats. Furthermore, this study's

outcome resonates with research conducted across sub-Saharan Africa, where scholars have emphasized the

need to adopt innovative pedagogies to improve STEM and business education outcomes (Okeke & Okoro,

2022; Yusuf et al., 2023). In Nigeria, where there is increasing pressure to modernize the educational system

and align it with global standards, these findings offer empirical support for the integration of AR-based

learning in teacher training and curriculum development. It is also worth noting that while the Lecture Method

remains widely used due to its familiarity and ease of implementation, especially in resource-constrained

settings, it appears less effective in fostering deep understanding of complex accounting topics. This echo

concerns raised by researchers like Nwosu and Umoren (2023), who argue that passive learning models fail to

meet the demands of today’s digitally native learners. In summary, this study affirms that instructional strategy

plays a critical role in shaping students’ academic performance, particularly in technical subjects like

accounting. The use of ARS not only improves knowledge acquisition but also makes learning more engaging

and meaningful factors that are essential for long-term academic success.

Abanum, Falade, and Aina (2024) investigated the impact of instructional board games on the academic

performance of primary school pupils in Lagos State, Nigeria. The study employed a quasi-experimental

design with a sample of primary school students. Results indicated that pupils exposed to instructional board

games demonstrated significantly higher academic performance in core subjects compared to those taught

using conventional methods. The interactive and engaging nature of board games fostered active participation,

enhancing retention and understanding of concepts. This suggests that game-based approaches can improve

learning outcomes by making abstract concepts more tangible, a principle potentially applicable to ARS in

Financial Accounting education.

In another study, Abanum, Aina, and Akintula (2024) explored the effect of puzzle games on students’

academic performance in Lagos State. Using a mixed-methods approach, the study found that puzzle games

significantly improved students’ problem-solving skills and academic achievement in various subjects. The

engaging format of puzzles encouraged critical thinking and sustained student interest, leading to better

performance compared to traditional teaching methods. These findings highlight the potential of interactive,

game-based strategies to enhance cognitive engagement, which aligns with the immersive and interactive

qualities of ARS in teaching complex Financial Accounting topics such as partnership and goodwill accounts.

Abanum and Akintula (2022) examined the relative effect of games and simulations on primary school

mathematics performance in Educational District V, Lagos State. The study utilized a quasi-experimental

design, comparing groups taught with game-based simulations to those using traditional methods. Results

showed that students in the experimental group exhibited superior performance in mathematics, attributed to

the simulations’ ability to contextualize abstract concepts and foster active learning. The study underscores the

effectiveness of interactive strategies in improving comprehension and engagement, providing a relevant

parallel to ARS’s capacity to visualize financial concepts interactively.

Ajana, Abanum, and Afolabi (2022) investigated the impact of virtual learning on the academic performance of

junior secondary school students in Ojo, Lagos State. The study employed a quasi-experimental design,

finding that virtual learning significantly enhanced students’ academic outcomes compared to traditional

classroom instruction. The flexibility and accessibility of virtual platforms improved student engagement and

allowed for personalized learning experiences. These findings suggest that technology-enhanced methods, like

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ARS, can improve learning outcomes by offering dynamic and student-centered environments, particularly

relevant for Financial Accounting, where visualization of abstract concepts is critical.

Oyeyemi and Abanum (2022) explored the effects of projector-mediated and demonstration methods on

students’ academic performance in Business Studies in Apapa, Lagos State. The study compared these methods

to conventional teaching, finding that projector-mediated instruction significantly improved students’

understanding and performance due to its visual and interactive nature. Demonstration methods also enhanced

learning by allowing students to observe practical applications of concepts. These results highlight the efficacy

of technology-driven and hands-on approaches, supporting the potential of ARS to enhance Financial

Accounting education through immersive visualizations and interactive learning experiences.

The body of reviewed studies consistently demonstrates that innovative instructional strategies such as board

games, puzzle-based learning, simulations, virtual learning environments, and projector-mediated techniques

outperform traditional teaching methods in enhancing students’ academic performance and engagement across

various subjects and educational levels in Lagos State. These approaches emphasize interactivity, visualization,

and student-centered learning, fostering deeper comprehension and improved retention, particularly when

dealing with complex or abstract concepts.

These findings are highly relevant to the present study on the use of Augmented Reality Systems (ARS) in

Financial Accounting education. Like the successful strategies identified in prior research, ARS leverages

interactive and visual technologies to transform abstract and challenging topics such as partnership and

goodwill accounting into dynamic, experiential learning experiences. The proven effectiveness of such

methods in promoting both cognitive achievement and student engagement provides strong support for the

hypothesis that ARS can significantly enhance students’ academic performance, attitudes toward learning, and

information literacy in Financial Accounting through immersive, technology-enhanced instruction.

From the researcher’s perspective, these results highlight the transformative potential of augmented reality in

reshaping the pedagogy of accounting education. In the Nigerian context, where students often struggle with

abstract subject matter, AR-based instruction offers a promising solution to bridge the gap between theoretical

knowledge and practical understanding. This study contributes meaningfully to the growing discourse on

educational technology (EdTech) integration in African educational settings by providing empirical evidence

that digital innovations like AR can enhance learning outcomes in traditionally difficult disciplines.

As Akintayo and Adeyemi (2023) assert, the future of education in Nigeria depends on embracing emerging

technologies not merely as supplementary tools, but as integral components of modern pedagogy. Therefore,

the researcher advocates for a gradual yet deliberate transition toward technology-integrated teaching

approaches in accounting education. To ensure successful implementation, policymakers, curriculum

developers, and educators must collaborate to provide schools and tertiary institutions with the necessary

technological infrastructure, teacher training, and institutional support for scalable and sustainable adoption of

AR-enhanced learning environments.

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