The study examined the pedagogical competency improvement needs for employment of undergraduate accounting education students in North-east, Nigeria. The study had two research questions and one null hypothesis. Descriptive survey research design was adopted for the study. A sample of 281 final year undergraduate accounting education students was selected out of the population of 312. There was no sampling for the 52 accounting educators structured questionnaire was used for data collection. The questionnaire was structured to collect data relating to the level of importance of the skills to the needs of undergraduate accounting education students and the second rating scale was used to collect data on the extent to which the skills were developed among the students. The structured questionnaire was validated and pilot tested, a reliability coefficient of 0.79 was obtained. The data were collected by the researcher assisted by ten trained research assistants. The data were analyzed using Table of frequencies, mean scores, standard deviations, and improvement needs index to answer the research questions, while the hypothesis was tested using independent sample t. test. The study disclosed that all the pedagogical competencies were adjudged by accounting educators as very important for inclusion in the curriculum of undergraduate accounting education students. Based on the findings, it was recommended that the curriculum of undergraduate accounting education students should be restructured to include all the areas of deficiencies identified in this study and that accounting educators should focus attention on developing the skills of students to meet the expectations and needs of employers.
Citation: Victoria Amelia Enemali (2021) Pedagogical Competency Improvement Needs for Employment of Accounting Education Students in North- east Nigeria, International Journal of Education, Learning and Development, Vol. 9, No.6, pp.41-57
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