Comparing the Effectiveness of Active Hybrid-Participatory Teaching Method with Lecture Method in the Course of Preparing Financial Statements in Accounting

The purpose of this study was to compare the effectiveness of the active hybrid-participatory teaching method with lecture method in the course of preparing financial statements in accounting in students of accounting. The statistical population for this study includes 60 twelve grade female students at Imam Reza Technical High School in District 1 of Shiraz in the 2019-2020 academic year, which were selected by using available sampling method. The research method was quasi-experimental in which one class was selected as the experimental group (30 people) and one class as the control group (30 people). Initially, a teacher-made academic achievement test was administered in both classes. Then the control group was trained for five sessions by lecturing method while the experimental group was trained by the active hybrid-participatory teaching method. Finally, post-test was performed for both groups and was compared with the pre-test results by SPSS software and independent and dependent t-tests. According to the statistical analysis, the results indicate that the active hybrid-participatory teaching method has a significant effect on learning and is more effective than the lecture method.