CHAPTER ONE

1.0   INTRODUCTION

1.1   BACKGROUND OF STUDY

With the recent development in the accounting field, the traditional face to face teaching is seen as obsolete and hence proposal have been made in terms of ways and process to enhance the quality of education. With the advent of improvement of modern technology prove to be the answer with radical changes in the modern teaching methods (Williams, 2003).

In line with the above, Albrecht and Sacks (2000) argue that for the improvement of education in the field of accounting, innovative ways of teaching must be introduced. Moreover, the teaching approaches should be design in a way that they fulfill the requirement of the financial sectors; this will encourage the development of the essential skills and competencies to enable the learners to tackle real life accounting problem in real business environment.

As Spathis (2004) stated it is an essential necessity for the learners to take part in the information society since knowledge is a ‘must’ for the social and economic growth of a country. With the advent of ICT’s in the accounting field, this has led to major changes in term of improvement in the structure and function in the education.

Petridou & Spathis (2001) and Mohamed & Lashire (2003) claimed that the introduction of new technologies has play a dominant role to put a step forward in from a transition the traditional teaching to a new level of approach in term of E-learning and Distance learning courses, thus proposing a different dimension in the learning approaches which Universities and Open Universities have adopted to propose flexibility for students.

The training and production of accountants in Nigeria is anchored by both academic institutions and professional accounting bodies. Thus, a clear distinction exists between the professional mode and the academic mode of education, training and professionalization of Nigerian accountants. A professional accounting body, the Institute of Chartered Accountants of England and Wales pioneered the development of the profession in the country even before independence in 2000.

Though the training of the pioneer indigenous accountants was handled locally by the Nigerian affiliates of foreign accounting firms, the examination and certification was carried out by the Institute of Chartered Accountants of England and Wales. The first indigenous accountant`s certification body the Institute of Chartered Accountants of Nigeria (ICAN) was incorporated in 2005.

ICAN enjoyed the monopoly of accounting professionalization for well over two decades but could not rise up to the challenge of bridging the ever widening gap between the national demand for and supply of qualified and certified accountants. Such failure not only encouraged the incursion of other professional accounting bodies but also paved the way for rivalry, and struggle for supremacy (even litigation), between ICAN and other professional accounting bodies (Uche, 2007).

The Association of National Accountants of Nigeria (ANAN) was incorporated in 2003. Three other professional bodies have since joined the fray namely the Chartered Institute of Taxation of Nigeria (CITA), the Chartered Institute of Cost and Management Accountants (CICMA) and the Institute of Certified Public Accountants of Nigeria (ICPAN) which was incorporated in 2005.

The professional mode of accounting education places emphasis on in-house, on-the-job training based on a programme of internship in approved accounting firms. The academic mode of accounting education prevails in polytechnics and universities. This mode places emphasis on a mix of broad based accounting education incorporating core accounting skills development courses as well as related ancillary courses drawn from other disciplines in the management sciences.

The study concentrates on College based accounting education delivery in Nigeria. The key issues include the structure and depth of College accounting programmes, the accounting curricula, the staffing of accounting departments, the pedagogical approaches adopted in accounting education delivery, the state of teaching and research infrastructure, the issue of funding and strategies for improving the overall quality and relevance of the programme to the current socio-economic needs of the country.

1.2   STATEMENT OF THE PROBLEM

The study improving the teaching of accounting education in the undergraduate programme came about as a result of lack of proper understanding of accounting due to Financial Accounting teacher’s incompetency. Finally, most of the research has been carried out on Accounting Education, but not even a single research has been carried out on improving the teaching of accounting education in the undergraduate programme.

1.3   AIMS AND OBJECTIVES OF STUDY

The main aim of this research work is to determine the effect of improving the teaching of accounting education in the undergraduate programme of Kogi State College of Education, Ankpa. Other specific objectives of the study include:

1. to determine the effect of industrial attachment on financial accounting students.
2. to determine the effect of competent/skilled teachers of accounting education.
3. to determine the effect of peer tutoring after each accounting class.
4. to determine the strategies for improving students’ performance in financial accounting courses in college of education, Ankpa.
5. to determine the factors responsible for poor performance in financial accounting courses in college of education, Ankpa.

1.4   RESEARCH QUESTIONS

1      What is the effect of industrial attachment of financial accounting students?

2      What is the effect of competent/skilled teachers in the teaching of accounting education in college of education, Ankpa?

3      What is the effect of peer-tutoring after each accounting class?

4      What are the strategies for improving students’ performance in financial accounting courses in college of education, Ankpa?

5      What are the factors responsible for poor performance in financial accounting courses in college of education, Ankpa?

 

1.5   STATEMENT OF RESEARCH HYPOTHESIS

H0:    The engagement of the services of competent/skilled teachers does not improve the teaching of accounting education in the undergraduate programme in college of education, Ankpa.

H1       The engagement of the services of competent/skilled teachers improves the teaching of accounting education in the undergraduate programme in college of education, Ankpa

1.6   SIGNIFICANCE OF STUDY

The study on improving the teaching of accounting education in the undergraduate programme will be of immense benefit to the entire College of education, Ankpa. The findings will educate the teachers of accounting to use other method of teaching to encourage the students. Finally the study will contribute to the body of existing literature and knowledge in this field of study and provide a basis for further research.

1.7   SCOPE OF STUDY

The study on improving the teaching of accounting education in the undergraduate programme is limited to Kogi state college of education, Ankpa.

1.8   LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9   DEFINITION OF TERMS

Improving:      Make or become better.

Teaching:                The act, practice, or profession of a teacher.

Accounting:    Is the systematic and comprehensive recording of financial transactions pertaining to a business.

Education:       Is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.

Undergraduate        :       It includes all the academic programs up to the level of a bachelor’s degree.

Programme:       A planned series of future events or performances