Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 6 (2021)
ACCOUNTING STUDENTS’PERCEPTIONON ADOPTION OF SELFEVALUATION LEARNING STRATEGIES FOR ENHANCED ACADEMIC PERFORMANCE IN COLLEGES OF EDUCATION IN SOUTH -EAST NIGERIA
Okoli, Constance. I
ci.okoli@unizik.edu.ng Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka
Ozoegwu, Ifeoma Stella
ozoegwuifeoma114@gmail.com Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka
Adoption of innovative pedagogical practicesto improve students’ learning and academic
performance has remained a crucial factor in educational programmes. The study ascertained
the perception of accounting students on the adoption of self-evaluation learning strategies for
enhanced academic performance in colleges of education in South East Nigeria. The design of
the study was a descriptive survey conducted with 520final year accounting studentin colleges of
education in South East Nigeria. A sample size of 226 (77 males and 149 females) was drawn
for the study using Taro Yamane formula. One research question guided the study and one null
hypothesis was tested at 0.05 level of significance. A validated structured questionnaire was
used for data collection. Cronbach alpha method was used to establish the internal consistency
of the instrument. Data collected were analyzed using arithmetic mean and t-test statistic. The
findings of the study revealed that students agreedthey adopt eight out of the nine listed selfevaluation learning strategies for enhancing their academic performance in financial
accounting.They disagreed that they prepare a short quiz at the end of each financial accounting
lecture to evaluate their understanding of the course content. Gender did not significantly
influence respondents’ mean ratings of self-evaluation learning strategies they adopt for
enhanced academic performance in financial accounting. Based on the findings, the researchers
recommended among others that accounting educators should emphasize the teaching of all the
self-evaluation learning strategies such as students assessing themselves at the end of each
accounting lecture to evaluate their understanding of the course content, to improve their
academic performance in financial accounting.
performance has remained a crucial factor in educational programmes. The study ascertained
the perception of accounting students on the adoption of self-evaluation learning strategies for
enhanced academic performance in colleges of education in South East Nigeria. The design of
the study was a descriptive survey conducted with 520final year accounting studentin colleges of
education in South East Nigeria. A sample size of 226 (77 males and 149 females) was drawn
for the study using Taro Yamane formula. One research question guided the study and one null
hypothesis was tested at 0.05 level of significance. A validated structured questionnaire was
used for data collection. Cronbach alpha method was used to establish the internal consistency
of the instrument. Data collected were analyzed using arithmetic mean and t-test statistic. The
findings of the study revealed that students agreedthey adopt eight out of the nine listed selfevaluation learning strategies for enhancing their academic performance in financial
accounting.They disagreed that they prepare a short quiz at the end of each financial accounting
lecture to evaluate their understanding of the course content. Gender did not significantly
influence respondents’ mean ratings of self-evaluation learning strategies they adopt for
enhanced academic performance in financial accounting. Based on the findings, the researchers
recommended among others that accounting educators should emphasize the teaching of all the
self-evaluation learning strategies such as students assessing themselves at the end of each
accounting lecture to evaluate their understanding of the course content, to improve their
academic performance in financial accounting.
Agboh, C. I. (2015). Effects of Computer Assisted Instructional Technique on Students’ Achievement in
Financial Accounting in Colleges of Education in Southeast Nigeria. Research Journal of Finance and
Accounting, 6(20), 31-38.
Annand, D. (2015). Introduction to Financial Accounting. Athabasca University
Bandura, A. (1977). Social Cognitive theory. Engle wood cliffs: NJ prentice Hall.
Buckhaults, J. & Fisher, D. (2011). Trends in accounting education: Diseasing. Journal of Education for
Business, 86, 31-35.
Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan (Ed.). The SAGE handbook
of research on classroom assessment (pp. 367-393). Thousand Oaks, CA: Sage.
Chatzistamatiou, M. &Dermitzaki, I. (2013). Teaching mathematics with selfregulation and for self-regulation:
Teachers' reports. Hellenic Journal of Psychology. 10, 253-274.
De Zoysa, A., Chandrakumara, P. &Rudkin, K. (2014). Learning and study strategies affecting the performance
of undergraduate management accounting students in an Australian university. 2014 AFAANZ
Conference, 1-9. Australia: AFAANZ.
Elias, M. (2010). School climate that promotes student voice. Principal Leadership, 11, 22-27.
Eze, M.I. (2014). Comparison of peer tutoring and Memorization strategies on students achievement in financial
account in colleges of education in Anambra State.(Unpublished M.ED project). Department of
Vocational Teacher Education, University of Nigeria, Nsukka.
Eze, T. I., Ezenwafor, J. I. &Obidile, I. J. (2016). Effects of problem-based teaching method on students’
academic performance and retention in financial accounting in technical colleges in Anambra State.
Online Scholars Journal of Arts,aw Humanities and Social Sciences, 4(6), 634-639.
Federal Republic of Nigeria (2013). National Policy on Education (6th Ed.). Lagos: NERDC Press.
Guillory, J. J., and Blankson, A. N. (2017). Using recently acquired knowledge to self-assess understanding in
the classroom. Sch. Teach. Learn. Psychol. 3, 77–89. doi: 10.1037/stl0000079
Magdeleine, D. N. L.& Schmidt, H. G. (2011). Self-reflection and academic performance: is there a
relationship?Adv Health SciEduc Theory Pract.,16(4), 529–545.
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and
reading motivation? Except. Child. 73, 165–183. doi:10.1177/001440290707300203
National Commission for Colleges of Education (NCCE) Minimum Standards (2012). NCCE, Abuja.
Nwagu, C. C. &Nwaukwa, F. C. (2016). Business educators’ ratings of strategies for re-engineering business
education for sustainable environment in Imo State. AlvanIkoku Journal of Education and Technology,
1(2), 234-249.
Olina, Z. & Sullivan, H. (2002). Effects of classroom evaluation strategies on student achievement and attitudes.
Educational Technology Research and Development, 50, 61-75. 10.1007/BF02505025.
Okoli, C. I. & Ibeh, F. G. (2017). Employers’ rating of skills needed by business education graduates for
employability in Enugu State. African Journal of Sustainable Development, AJSD.7(3) 186 – 196
Oparaji, I. C. &Nwaukwa, F. C. (2019). Self-regulated Learning Strategies as Correlate of Students’
Academic Achievement in Financial Accounting in Secondary Schools in Abia State. Unizik
Journal of Education Graduates, 6(1), 154-165.
Rada, J. (2017). Self-regulated learning: Key strategies of high-achieving high school students. (Published
Master’s degree thesis), university of Oulu.
Remali, A. M., Ghazali, M. A., Kamaruddin, M. K., &Kee, T. Y. (2013). Understanding academic performance
based on demographic factors, motivation factors and learning styles. International Journal of
AsianSocial Science, 3(9), 1938-1951.
Wiginton, B. L. (2013). Flipped instruction: An investigation into the effect of learning environment on student
self-efficacy, learning style, and academic achievement in an Algebra I classroom. (Published doctoral
dissertation), University of Alabama.
Yukselturk, E. &Bulut, S. (2019). Gender differences in self-regulated online learning environment. Educational
Technology & Society, 12(3), 12–22.
Zimmerman, B. J. (2008). Motivational sources and outcomes of self-regulated learning and performance. In
Schunk, D. H. & Zimmerman, B. J. (Eds.). Handbook of self-regulation of learning and performance.
New York and London: Routledge Taylor &Francis Group.
Zumbrunn, S., Tadlock, J. & Roberts, E. D. (2011). Encourage self-regulated learning in the classroom. MERC
(Metropolitan Educational Research Consortium. Retrieved from:
http://scholarscompass.vcu.edu/merc_pubs/18
Financial Accounting in Colleges of Education in Southeast Nigeria. Research Journal of Finance and
Accounting, 6(20), 31-38.
Annand, D. (2015). Introduction to Financial Accounting. Athabasca University
Bandura, A. (1977). Social Cognitive theory. Engle wood cliffs: NJ prentice Hall.
Buckhaults, J. & Fisher, D. (2011). Trends in accounting education: Diseasing. Journal of Education for
Business, 86, 31-35.
Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan (Ed.). The SAGE handbook
of research on classroom assessment (pp. 367-393). Thousand Oaks, CA: Sage.
Chatzistamatiou, M. &Dermitzaki, I. (2013). Teaching mathematics with selfregulation and for self-regulation:
Teachers' reports. Hellenic Journal of Psychology. 10, 253-274.
De Zoysa, A., Chandrakumara, P. &Rudkin, K. (2014). Learning and study strategies affecting the performance
of undergraduate management accounting students in an Australian university. 2014 AFAANZ
Conference, 1-9. Australia: AFAANZ.
Elias, M. (2010). School climate that promotes student voice. Principal Leadership, 11, 22-27.
Eze, M.I. (2014). Comparison of peer tutoring and Memorization strategies on students achievement in financial
account in colleges of education in Anambra State.(Unpublished M.ED project). Department of
Vocational Teacher Education, University of Nigeria, Nsukka.
Eze, T. I., Ezenwafor, J. I. &Obidile, I. J. (2016). Effects of problem-based teaching method on students’
academic performance and retention in financial accounting in technical colleges in Anambra State.
Online Scholars Journal of Arts,aw Humanities and Social Sciences, 4(6), 634-639.
Federal Republic of Nigeria (2013). National Policy on Education (6th Ed.). Lagos: NERDC Press.
Guillory, J. J., and Blankson, A. N. (2017). Using recently acquired knowledge to self-assess understanding in
the classroom. Sch. Teach. Learn. Psychol. 3, 77–89. doi: 10.1037/stl0000079
Magdeleine, D. N. L.& Schmidt, H. G. (2011). Self-reflection and academic performance: is there a
relationship?Adv Health SciEduc Theory Pract.,16(4), 529–545.
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and
reading motivation? Except. Child. 73, 165–183. doi:10.1177/001440290707300203
National Commission for Colleges of Education (NCCE) Minimum Standards (2012). NCCE, Abuja.
Nwagu, C. C. &Nwaukwa, F. C. (2016). Business educators’ ratings of strategies for re-engineering business
education for sustainable environment in Imo State. AlvanIkoku Journal of Education and Technology,
1(2), 234-249.
Olina, Z. & Sullivan, H. (2002). Effects of classroom evaluation strategies on student achievement and attitudes.
Educational Technology Research and Development, 50, 61-75. 10.1007/BF02505025.
Okoli, C. I. & Ibeh, F. G. (2017). Employers’ rating of skills needed by business education graduates for
employability in Enugu State. African Journal of Sustainable Development, AJSD.7(3) 186 – 196
Oparaji, I. C. &Nwaukwa, F. C. (2019). Self-regulated Learning Strategies as Correlate of Students’
Academic Achievement in Financial Accounting in Secondary Schools in Abia State. Unizik
Journal of Education Graduates, 6(1), 154-165.
Rada, J. (2017). Self-regulated learning: Key strategies of high-achieving high school students. (Published
Master’s degree thesis), university of Oulu.
Remali, A. M., Ghazali, M. A., Kamaruddin, M. K., &Kee, T. Y. (2013). Understanding academic performance
based on demographic factors, motivation factors and learning styles. International Journal of
AsianSocial Science, 3(9), 1938-1951.
Wiginton, B. L. (2013). Flipped instruction: An investigation into the effect of learning environment on student
self-efficacy, learning style, and academic achievement in an Algebra I classroom. (Published doctoral
dissertation), University of Alabama.
Yukselturk, E. &Bulut, S. (2019). Gender differences in self-regulated online learning environment. Educational
Technology & Society, 12(3), 12–22.
Zimmerman, B. J. (2008). Motivational sources and outcomes of self-regulated learning and performance. In
Schunk, D. H. & Zimmerman, B. J. (Eds.). Handbook of self-regulation of learning and performance.
New York and London: Routledge Taylor &Francis Group.
Zumbrunn, S., Tadlock, J. & Roberts, E. D. (2011). Encourage self-regulated learning in the classroom. MERC
(Metropolitan Educational Research Consortium. Retrieved from:
http://scholarscompass.vcu.edu/merc_pubs/18