Foundational Competency Improvement Needs for Employability of Accounting Education Students in North-East Nigeria (Published)
The study examined the foundational competency improvement needs for employment of undergraduate accounting education students in North-east, Nigeria, using descriptive survey research design involving a structured questionnaire. The sample of the study comprised 52 Accounting educators, 156 accountants in industries, and 281 final year undergraduate accounting education students. The questionnaire had two different rating scales. The first rating scale was used to collect data relating to the level of importance of the skills and the second rating scale was used to collect data on the extent to which the skills were consciously developed during their studies. This questionnaire was validated and pilot tested, and 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 deviation, and Improvement Needs Index to answer the two research questions, while the two hypotheses were tested using independent sample t. test. The study disclosed that all the 52 foundational skills were adjudged by accounting educators and accountants in industries as very important for inclusion in the curriculum of undergraduate accounting education students in North- east, Nigeria. Undergraduate accounting education students were deficient in four of the six subscales of foundational skills. Based on the findings, it was recommended that accounting educators should include the areas of deficiencies identified in this study in undergraduate curriculum of accounting education and focus attention on developing those skills.
Pedagogical Competency Improvement Needs for Employment of Accounting Education Students in North- east Nigeria (Published)
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
Challenges of Teaching and Learning of Accounting Education in Tertiary Institutions in Enugu State of Nigeria (Published)
The main purpose of the study was to determine the challenges of teaching and learning accounting education in tertiary institutions. The study was guided by two research question and two null hypotheses. The population was 33 lecturers of accounting education in tertiary institutions in Enugu State. No sampling was carried out due to the manageable size of the population. The instrument used for data collection was a 17 item questionnaire developed by the researcher. The instrument was validated by three experts and the reliability of the instrument was determined using Crombach Alpha which yielded reliability index of 0.84. The instrument was administered by the researcher and three trained research assistants. 31 out of 33 copies of questionnaire were well responded to, returned and used for data analysis representing 93.93 percent return rate. Mean and standard deviation were used for data analysis and t-test statistics was used to test the null hypotheses. Some of the findings include; poor remuneration of teachers, lack of qualified accounting education teachers, lack of supporting staff, poor office condition, inadequate classroom and lack of model office as the challenges to teaching accounting education in tertiary institution. The null hypotheses showed no significant difference between the experienced and inexperienced lecturers rating on the itemized challenges. Based on the finding it was recommended among others that qualified and competent accounting education graduates should be employed, classroom facilities should be provided and maintenance of facilities should be carried out from time to time.
Several factors may affect students’ academic performance at universities. The study aims to find out whether student’s attendances have an impact on their academic performance in accounting courses. To accomplish this, a questionnaire was distributed among one hundred Accounting and finance students at Ahlia University. The analyzed data showed a significantly important result which state that if the students are committed in attending their lectures that will improve student’s performance. Results further reveal the effective role of instructor in attracting students to attend lectures by presenting the accounting course material in attractive and interested way. Implying strict attendance policies have a counterproductive result where making class attendance mandatory may cause negative effect by students who shows up in class just to avoid the punishment as they may distract the others. To have distinct students that are able to lead the kingdom towards a bright future, we must examine all aspects that contribute to establishing refined students and raise their level of performance. The finding of this study can contribute in enhancing the performance of accounting students.
ENGLISH LANGUAGE AND ACCOUNTING EDUCATION (Published)
Coinciding with the globalization the importance of the English language has increased, a question came up regarding the accounting explanation language and doesit affect thestudent’s understandability. So, in order to improve the accounting students performance and understandability of the accounting courses, this research have been done on 100 accounting and finance students at Ahila University to measure the effect of studying in native or non-native languages on student’s performance and how that will affect the student’s understanding of the accounting courses. The research found that Accounting students understand better when they were taught by their native language and that will improve their grades. In addition, the study find that the Level of student’s English language proficiency affect their performance in Accounting courses as long as all accounting courses are English books. Improving accounting students has been an important issue and to improve their understandability the result of this study should be taken into consideration. As instructors should explain the accounting course materials by student’s native language to have a better and more educated accountants to be able to understand accounting concepts better and meet the labor market requirements