Abstract
The study was carried out to determine the effects of Gender on academic performance of secondary school students in Financial Accounting in Adamawa State. Three specific purposes, three research questions and three null hypotheses guided the study. The study adopted a quasi-experimental design, using pre-test, post-test non-equivalent control group. Seven hundred and twenty five students offering Financial Accounting in Senior (SSII) Secondary Schools in Yola metropolis, Adamawa State formed the population of the study. From the population of the study, A sample size of 146 students were purposively selected for the Study. Three senior secondary schools were randomly assigned to experimental groups and control group. Aliyu Musdafa College, Yola (SSII experimental group I ) were taught using Socratic method, Government Day Secondary School, Yola Town (SSII experimental group II ) was thought using demonstration method and Government Day Secondary School Doubeli (SSII control group ) was taught using conventional Lecture method. The data collection period lasted for 4 weeks. The instrument for data collection was a 50-item ??~Financial Accounting Achievement Test??(TM) (FAAT) from West African Examination Council (WAEC) and National Examination council (NECO) of 2006 to 2016 selected and arranged by the Researchers based on the topic (manufacturing Account) and validated by three experts in Business Education (Accounting). A trial test of the instrument was conducted at Government Day Secondary School Muhammad Nya, Jalingo, Taraba State on forty senior secondary school (SS II) Students offering Financial Accounting in the school. Using Kuder Richardson 20 (K-R20) formulae, a reliability coefficient of 0.83 was obtained which is highly reliable. Research questions were answered using mean and standard deviation, while the hypotheses were tested using analysis of covariance (ANCOVA), at 0.05 level of significance. The results of the study revealed that Socratic and demonstration methods had significant effect on students??(TM) performance than conventional lecture method. Among the recommendations made was that, efforts should be intensified by teachers to aggressively adopt Socratic method in teaching Financial Accounting.