Source And Structure Of Knowledge Factors Influencing Students Achievement In Accounting Concepts In Ondo State, Nigeria

Accounting Education Project and Seminar Material

Source And Structure Of Knowledge Factors Influencing Students Achievement In Accounting Concepts In Ondo State, Nigeria


Abstract


This study examined the source and structure of knowledge factors influencing students’ achievement in selected Accounting concepts in Ondo State, Nigeria. This has become necessary because of the poor performance of students in the subject. This research aimed to know the influence of the source and structure of knowledge factors on students achievement in Accounting because poor performance in the subject limits their potential for advancement to tertiary institutions and their career. The study adopted descriptive survey design. The sample consists of 201 students selected by simple random sampling in four secondary schools in Akoko North East Local Government, Ondo State. The data was subjected to multiple regression analysis and the results showed that there is no significant relationship between source and structure of knowledge and students’ achievement in Accounting concepts (r=0.13; p>0.05). The findings also showed that the source of knowledge (β= -0.06; t=-0.068; p>0.05) and the structure of knowledge (β=-0.05; t=-0.055; p>0.05) have no significant relative influence on students’ academic achievement in Accounting concepts.

Based on the findings of the study, it was recommended that other factors that can possibly affect students’ performance in Accounting concepts such as parents’ factors, peer influence, students interest in the subject and the socio economic status or family background should be considered.

KEYWORDS: Source of Knowledge, Structure of Knowledge, Academic Achievement.


Table of Content


  • Title Page
  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Abstract
  • Table of Content

Chapter One:

Introduction

  • Background to the Study
  • Statement of the Problem
  • Purpose of the Study
  • Research Questions
  • Significance of the Study
  • Scope of the Study
  • Definition of Terms

Chapter Two:

Review of Related Literatures

  • Introduction
  • Theoretical Framework
  • Source of Knowledge
  • Structure of Knowledge
  • Teachers’ Effectiveness and Academic Achievement
  • Instructional Material Use and Academic Achievement
  • Internet Usage and Academic Achievement
  • Curriculum and Academic Achievement
  • Method of Teaching and Academic Achievement
  • Summary

Chapter Three:

Research Methods

  • Introduction
  • Research Design
  • Population of the Study
  • Sample and Sampling Technique
  • Research Instruments
  • Validity of the Instrument
  • Reliability of the Instrument
  • Administration of the Instrument
  • Data Analysis

Chapter Four:

Results and Discussion

  • Demographic Data Presentation

Chapter Five:

Summary, Conclusion and Recommendation

  • Discussion of Findings
  • Summary
  • Conclusion
  • Recommendations
  • Limitations to the Study
  • Suggestions for Further Studies
  • References
  • Appendix

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Frequently Asked Questions


What factors influence students’ academic performance in the first accounting course?

First, the number of student failures in the first accounting course, second, the internal classroom factors influencing students’ academic performance in the first accounting course, and third, the external classroom factors influencing students’ academic performance in the first accounting course.

How does accounting education influence students’ career choices?

While many factors (particularly the nature of accounting education) may influence students’ career choices, reason #8 is related to the first accounting course, and could influence the student’s academic performance in the first accounting course for the non-accounting business major students.

What influences academics and practitioners’ perceptions of the CPA exam?

Another factor that could influence the academics and practitioners to have this perception is the tradition that a large number of students who passed the CPA exam come from public universities. However, the findings of this study are opposite of academics and practitioners’ perceptions.

Do combined Internal classroom factors aid student learning in accounting courses?

Table 20 in Appendix H shows 92% (608 out of 660) of respondents from Puerto Rican universities agreed that combined internal classroom factors aided student learning in the first accounting course as compared to 8% (52 out of 660) that disagreed. 

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