INFLUENCE OF STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES) ON BUSINESS EDUCATION STUDENTS’ ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING IN COLLEGES OF EDUCATION IN ENUGU AND EBONYI STATES

Abstract

This study was designed to determine the influence of students’ industrial work experience scheme (SIWES) on the academic achievement of Business Education students in financial accounting in Colleges of Education in Enugu and Ebonyi States.  The researcher embarked on the study in order to improve the performance of students in financial accounting in Colleges of Education after SIWES.  The study adopted quasi- experimental research design.  Specifically, pre-test-post-test which involves non-randomized students in their intact classes was adopted. The population for the study consisted of all the 330 business education students before SIWES and 168 business education students who opted for financial accounting from first semester, year three, after SIWES drawn from five Colleges of Education in Enugu and Ebonyi States that offer business education programme.   No sample was selected because the population was not too large for the study.  Nine research questions and nine null hypotheses guided the study.  Mean, Regression Analysis and Standard deviation were used to answer the research questions, while t- test, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA), were used to test the null hypotheses at 0.05 level of significance.  Financial Accounting Assessment Test (FAAT) was the instrument developed and administered for data collection.  Both the instrument and the lesson plans for the students were all validated by three experts.  The reliability coefficient of the instrument for the study, which was calculated using Cronbarch-Alpha method, was 0.97.  The result of the study showed that: there is a positive relationship between the students’ academic achievement in financial accounting before and after SIWES; the high ability level students have higher academic achievement in financial accounting after SIWES than the low ability level students.  Male business education students achieve more in financial accounting before and after SIWES than their female counterparts; there was a linear interaction of gender and ability level on the academic achievement of business education students in financial accounting in Colleges of Education after SIWES; students of public colleges of education achieve more in financial accounting than their counterparts in privately owned colleges of education and the influence of SIWES was significant on students’ achievement in financial accounting based on job specifications.   After pointing out some educational implications of the study, it was recommended among others that both Industrial Training Fund (ITF) and National Commission for Colleges of Education (NCCE) should encourage state and privately-owned  colleges of education in running a quality SIWES programme for their students based on the use of common and relevant job specifications.

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CHAPTER ONE

INTRODUCTION

Background of the Study

The employability of graduates is the major objective of vocational technical education, which includes business education.   The concern of Business Education in Nigeria, whether in the colleges of education or universities is to equip students with the requisite skills for the world of work (Osuala, 2004). Business education is a vocational education programme that equips students with future occupational knowledge, competencies, attitude and skill acquisition. It is a programme tailored towards meeting the aims of technical education as stipulated in the National Policy on Education (FRN, 2004), hence, the need to strengthen the practical learning of the students outside the classroom.

One of the objectives of business education programme, as stated in the minimum standard for National Commission for Colleges of Education (NCCE, 2012), is to produce well qualified and competent National Certificate in Education (NCE) graduates in business subjects who will be able to teach business subjects at the secondary school level and other related educational institutions.  Its objective also includes: to produce NCE business teachers who will be able to inculcate the vocational aspect of business education into the society, and to produce NCE business teachers who will be involved in the much desired revolution of vocational  development  right  from  the  primar1y  and  secondary  schools.    Objectives  of business education programme also includes to equip students with necessary competences so as to qualify them for post-NCE degree programme in business education and to equip

graduates with the right skills

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that will enable them engage in a life of work in the office as well as for self-employment such as accounting work among others. Business Education in this study is, therefore a programme of instruction encompassing knowledge, skills, attitude offered courses of education that would help the recipients to settle down on their own on graduation in the absence of a paid job.   Part of this programme of instruction in business education is accounting.

Accounting is a general term that covers both book keeping and accounts aspect of an economic entity. Accounting, according to the American Accounting Association (2002), is the process of identifying, measuring and communicating economic information to permit informed judgments and decisions by users of the information. It is concerned with providing both financial and non-financial information that will help Managers to make good decisions. Students in Colleges of Education in Nigeria offer the following four accounting courses before embarking on SIWES: Principles of Accounting I, Principles of Accounting II, Financial Accounting I and Financial Accounting II. On completion of the industrial work experience, students are expected to offer more four accounting courses namely: Advanced Financial Accounting, Taxation, Auditing and Introduction to Cost Accounting in addition to other general courses before graduating from the department of business education (NCCE,

2012). Generally, accounting provides information for both internal and external users. For instance, accounting provides information for internal and external users by helping them to make better decisions and improve their efficiency. The aspect of accounting that provides information for external use is financial accounting.

Financial  accounting  is  the  aspect  of  accounting  that  treats  money as  a means  of measuring economic performance instead of as a factor of production (Nwuzor, 2001). It encompasses the entire system of monitoring and control of money as it flows in and out of

an organization as assets and liabilities, and revenues and expenditure. Udoh in Agbo (2012) defines  financial  accounting  as  a specialized  area of instruction  that  deals  directly  with business facts, business understanding, economic understanding, business attitudes and appreciations necessary to understand and adjust to the economic and social institution called “business”. For a student of financial accounting to perform optimally in the course, several factors tend to influence their academic achievement, such as gender, ability level, interest and employment status, teaching method, work experience, and perceived benefit-cost ratio to be a professional accountant among others (Carpenter and Fryer, 2003).

Financial accounting is concerned with providing accounting reports and analyzing them to other areas of the business. According to Wild (2003), financial accountants are responsible for the creation and issuing of the company’s financial statements, providing accurate and timely information to management and ensuring that all regulatory reporting requirements are met. The major objective of financial accounting is therefore to provide accurate and reliable information to both management and other interested parties of a businesslike shareholders, government, employees, and future investors among others. Financial accounting is among the courses taught in Colleges of Education under Business Education Programme (NCCE 2012). In Colleges of Education in Nigeria, financial accounting forms a major area of study as student of business education must offer four financial accounting courses before opting for accounting or office education. In this study, financial accounting are therefore courses offered by business education students in the areas of Principles of Account, financial accounting I & II and Advanced financial accounting to prepare the students in the art of gathering, assembling, recording, analyzing and providing accounting information to the interested parties. Financial accounting is being taught in many colleges of education in Nigeria.

Colleges of Education are the ‘train-the-trainers’ colleges in Nigeria specifically established to train and equip would be teachers for their esteemed functions. The primary function of NCE graduates from over 83 colleges of Education in Nigeria is to teach at the primary and junior secondary schools, to help nurture and shape the students who are the future leaders of tomorrow.  The functions of the colleges as spelt out in the decrees or Acts establishing them include to provide full time courses in teaching, instruction and training in technical,  vocational,  sciences  and  arts;  to  conduct  courses  in  education  for  qualified teachers, to arrange conferences, seminars and workshops related to the field of learning specified in the above paragraph, to perform such other functions aimed at promoting the objectives of the Colleges of Education (NCCE, 2012).

Colleges of Education are owned, funded and operated by either, the Federal Government, State Government or Private individuals. Hence there are 21 Federal Colleges of Education, 38 state- owned Colleges and 24 privately owned Colleges of Education in Nigeria. There are seven registered and NCCE recognized Colleges of Education in Enugu and Ebonyi States. Out of this number, one is a Federal College of Education, two are state – owned while four are privately -owned colleges of education (NCCE, 2012). National Commission for Colleges of Education do supervise these colleges which sometimes releases report after such visits.

According to the report by the Presidential Visitation Panel to Federal College of Education,  Eha-Amufu  (2005),  the  level  of  funding,  availability  of  facilities,  out-of- classroom activities like SIWES, accreditation of courses, adequacy of personnel; adherence to official guidelines etc. are the principal distinguishing features among the federal, state and private colleges of education.  According to the report, federal government-owned Colleges

of Education were supposed to have or adhere to the provisions of the NCCE minimum standard than the state or privately owned Colleges in implementing their programmes.

Colleges of Education in Nigeria operate, three-year programmes of study leading to the award of National Certificate in Education (NCE) to the graduates in various fields including Business Education. To improve the quality of the training programme to her recipient, the programmes in  the Colleges of Education in  addition to the classroom work, include a mandatory 4-month teaching practice in a primary or in a secondary school, and another four month of industrial work experience in relevant industries or ministries basically for science and vocational education students (NCCE, 2012). The quality and worth of the students on graduation is determined by the degree of academic achievement made while in school from examinations  (Aronson,  2002),  and  students’  achievement  could  be  influenced  by  the students’ successful participation in SIWES.

Achievement is the level of accomplishing in a task through effort, courage and skill. According to Joyce, Showers and Fullan (2002) achievement includes final accomplishment of something noteworthy after much effort, and often, in spite of obstacles and discouragements. Academic achievement could mean students’ excellence in academic field of  study  either  in  the  class  or  in  co-curricular  activities.  Azuka  (2011)  opined  that achievement measures how well students have learned courses, concepts among others and are usually tied directly to grades made in projects, quizzes or examinations. Academic achievement, according to Enyi (2004), is the degree of success reached in some general or specific area of study. It is the score made by  a student in school subjects  or courses. Aronson (2002) also described academic achievement as what a student attains in schools, colleges or universities either in class, laboratory, library, project or field work.  Academic achievement in this study is the financial accounting students’ level of success attained or the

degree of accomplishment by the students in classroom activities both before and after the

Students’ industrial work experience scheme.

The Student Industrial Work Experience Scheme (SIWES) is expected to blend the instructions obtained by the students while in school and the realities of the world of work outside the school (Wapmuk, 2011).  Business education students in Colleges of Education in Nigeria are expected to acquire theory in the classrooms and be exposed to the realities of the world of work for the purpose of transferring the theories learnt in the classrooms to practical in real life situation.  The goal is to improve the academic achievement of business education students primarily because of the specialized nature of the programme and its educational goal of preparing competent and skilled citizens for self -employment and paid employment.

To achieve these objectives, National Commission for Colleges of Education (NCCE,

2012) incorporated in the minimum standard for colleges of education various programmes to prepare  business  education  students  for  out-of-school  activities  such  as  field  trips  and students’ industrial work experience scheme among others.  Colleges of Education students including business education students go for industrial work experience at the end of 200 level of their programme. Students industrial work experience scheme (SIWES), helps to expose the students to real work practical experience by providing them with facilities needed in the office and accounting work which ordinarily schools could not have provided to them as stated in the NCCE minimum standard.

Students’  industrial   work   experience  scheme   (SIWES)  is   a   skill   development programme designed to prepare students of Nigerian tertiary institutions (Universities, Polytechnics, Monotechnics and Colleges of Education) for transition from the college environment to work (Akerejola, 2010). The programme gives students the opportunity to be part of an actual work situation outside the classroom. Oyedele in Ukwueze (2011) opined

that students work experience is an educational programme in which students participate in work activities in industries while attending school. The main objective of the progamme with regard to business education is to expose students to the real work activities (accounting work inclusive), which the students may likely embark on after their graduation (Wapmuk,

2011). In addition, the scheme is also expected to provide the students with the opportunity to develop the necessary workplace skills and competences required by accounting professions. It is as a result of this that Agbo (2012) likened SIWES to co-operative education in the United States of America, and in the United Kingdom where students of accounting and other related fields are engaged in collaborative training called co-operative education programmes in a collaboration between the schools and industries.

The need for the establishment of the scheme, according to Azubuike (2013), therefore, arose  when  there  were  growing  concerns  among  industrialists  that  graduates  of  higher learning lacked adequate practical background required for employment in the industries. Unfortunately, many students, according to Ayeduso (2012), have not shown any improvement in both academic achievement and skills development after participating in students’ industrial work experience scheme (SIWES). As a result of this, there have been public outcry and continuous complaints by the industrial sector for the higher education administrators  and  other  stakeholders  to  pay  special  attention  to  the  importance  and challenges of students’ industrial work experience scheme (SIWES) especially for skills development and academic achievement of NCE students, including business education students.

The importance of the Students Industrial Work Experience Scheme (SIWES) in preparing business education students for the profession has also attracted various scholars and  researchers  to  investigate  the  quality  and  effectiveness  of  the  programme.  Some

researchers have looked at its effectiveness in students change in attitude to work in Nigeria (Ilogbaddem, 2011 and Thornton, 2013). Some have equally observed its impact on the academic performance of students in accounting in Malaysia (Paisey and Paisey (2009), and Gizzard (2011). Furthermore, an improvement in class work performance of students due to industrial training has also been reported in business studies by Reddy and Jones (2012). Of all the studies, the influence of SIWES on the academic achievement of students in financial accounting courses in Nigerian Colleges of Education particularly in Enugu and Ebony States has not been formerly studied and documented.

Research has also shown that the students’ industrial work experience scheme has encountered so many setbacks ranging from poor funding to non-availability of attachment area and poor supervision (Olugbenga, 2009). The effect of these challenges on the scheme is that many institutions now find it difficult to implement the scheme’s guidelines or secure relevant placement for students to acquire practical knowledge of business education courses taught in their classrooms.   The scenarios therefore give doubt on the effectiveness of the programme (SIWES) pertaining to the academic achievements of the students. Students of NCE business education, as a compulsory; engage in SIWES for the period of 16 weeks (4 months) at the end of the second year of the 3 year programme. Each student is given a log book, SPE form 1 and job specifications for the programme. SIWES is compulsory for students of business education and the students are giving a guiding document for the programme called job specifications.

The job specifications for the NCE Business Education are provided to cover their area of studies in Office Management/Technology and Accounting (ITF, 2004). In particular, the job specifications for the NCE Business Education (Accounting) students are drawn from Book-keeping and Financial Accounting schemes of the National Commission for Colleges

of education (NCCE, 2014) Specifically, students of NCE financial accounting are provided with the following job areas to cover in accounting during SIWES: The identification of the organizational structure through visiting various divisions/sections or units of the Account/Finance Department, knowing the general procedures for sectional balancing, balancing  of  ledgers  and  preparation  of  trial  balance,  preparation  of  final  accounts, preparation of bank and cash statements, and reconciling the two, Identification of the fundamental principles of cost determination and Identification of techniques for acquisition of information for management decision as lifted from the Principles  of account  I &II, financial accounting I & II and Advanced financial accounting. The job specifications are prepared in such a way that supervisor can easily rate and classify the students’ performance such as A, B, C among others. The job specifications are supposed to guide both the student participants, the institution based supervisors and the industrial based supervisors on the specific objectives of the SIWES at the end of the programme, which the students ought to follow strictly.

Apart from the relevance of job specifications for SIWES to financial accounting course outlines, gender and student ability level are also important factors to be considered when discussing  the  influence  of  SIWES  on  students’  academic  achievement  in  financial accounting in colleges  of education. Gender, according to Uloko (2005), is the socially defined capabilities and attributes assigned to persons on the basis of their alleged sexual characteristics. The term gender refers to entire set of differences commonly attributed to males and females which may be (partially or wholly) socially determined. It is the sociological meaning that socially determines if a gender means a man or woman (Bandura in Odah, Oduma & Akpotohowo, 2011). Gender affects the society as well as opportunities created for them. In line with this, Makinde (2006) noted that male students performed better

than female counterparts when taught with the cooperative methods than expository method of teaching.

Opinions supported by researches have also shown that male students perform better than females in practical oriented courses. Anigbogu (2002) stated that some cultures see male more superior to female.  The author stated that this feeling has manifested in the way they live including academic work. Also, Kurumeh (2004) observed that boys perform better than girls in accounting and science while girls excel in languages. In financial accounting, Akinde (2006) reported that male and female students taught with demonstrated methods perform equally. Several other prior studies scrutinized the impact of gender on academic performance, but the results reported were inconclusive. For instance, Woodfield (2009) discovered that female students performed better than the male students in undergraduates accounting courses after internship whilst studies by De vita (2012) found an insignificant difference in the performance of male and female students in business management. In the context of financial accounting courses, similar mixed results were reported. A study by Gracia and Jenkins (2008) discovered that female students performed significantly better than the males in the second year of undergraduate courses, but that there was no significant difference in the achievement between the two groups in the third year of undergraduate courses.  Gender  sensitivity  to  academic  achievement,  therefore,  is  ruled  out  among accounting students of Colleges of Education.  Students’ performance in financial accounting after SIWES may have gender based implications; hence, there is the need to find out the extent   of   gender   influence   on   students’   achievement   in   financial   accounting   after participating in SIWES.

Although  gender may play a great  role in  the optimal  achievement  of students  in

financial accounting, student ability level may tend to contribute to variation in students’

achievements in financial accounting. According to Babalola (2015), ability level is the mental and physical power of an individual to achieve something sometimes based on the previous knowledge of the subject matter.  It is the attributes that enable one to achieve or accomplish his academic goal. Some studies have shown that method of instruction or earlier exposition to the subject matter can influence low-achieving students’ academic performance (Babalola, 2015; Iroegbu, 1998). Other findings showed that achievement of high ability students was higher than that of low ability students when some methods of instructional delivery and expositions favour certain ability than the other (Babalola, 2015).  In this study, students who scored below 15 out of 30 marks would be regarded as low ability level students  while those  that  scored  15  and  above  would  be regarded  as  high  ability  level students.

It was purely in an attempt to bridge any gap that may emanate from above assertions that this study has its major objectives to determine the influence of SIWES on students’ academic achievement in financial accounting in Colleges of Education in Enugu and Ebonyi States, taking into cognizance gender and ability level (previous knowledge of the subject matter) on students’ achievement after participating in SIWES. Furthermore, no available research has been specifically done on the influence of SIWES on the academic achievements of students in financial accounting in Colleges of Education in Enugu and Ebonyi States of Nigeria.

The pertinent question is what is the influence of SIWES on the academic achievement of students in financial accounting in Colleges of Education in Enugu and Ebonyi States of Nigeria? Can this effectiveness be experienced in the performance of male and female NCE students in financial accounting when exposed to SIWES? These are some of the rationales

for this study. Both males and females compete in class-work to determine who perform better than the other at the end of every academic year.

Statement of the Problem

Various researchers have shown that if business education students of colleges of education are fully engaged in industrial work experience through proper placement in industry, they will gain the requisite work skills and knowledge which will enhance their academic achievement both in internal or external examinations.   Unfortunately, students’ results in financial accounting in Federal College of Education, Eha-Amufu, and Ebonyi State College of Education, Ikwo, Ebonyi State indicated that most of the students perform poorly in financial accounting after participating in Students Industrial Work Experience Scheme (SIWES). This is supported by the summary of students five year results in financial accounting courses in the departments of Business Education between 2010-2015 academic sessions on completion of four months Students Industrial Work (See appendix A, Page 113). The result shows that In 2010/2011 academic session for instance, out of 65 students of Federal College of Education Eha-Amufu that sat for BED 111, 121, 211 and 221 (principles of accounting and financial accounting courses) before proceeding to industrial training (IT) and that of those who opted for accounting after the programme, 58 percent, 56 percent, 67 percent and 60 percent passed the courses with credit or above respectively in the courses while 42 percent, of the students who opted for accounting after the programme passed with credit and above in BEA 324, (Advanced Financial Accounting after SIWES. The result also shows that in Ebonyi State College of Education, Ikwo, out of 73 business education students who sat for financial accounting courses in BED 111, 121, 211 and 221 before SIWES, 63%,

58%, 60% and 65% passed with credit or above respectively in the courses while only 41

percent of the students who opted for accounting after SIWES passed at credit and above in BEA 324, (Advanced Financial Accounting) after SIWES.  The decline in performance was observed in the subsequent academic sessions in the two Colleges.  This decline in academic performance could  be attributed  to  poor nature of industrial  training, teaching  methods, irrelevance of the job specifications to the course contents of financial accounting, gender sensitivity, and ability level of the students etc. Although, the scheme has been in place for almost four decades, there has been no holistic evaluation (to the best knowledge of the researcher) of the  program  me’s  impact  with  respect  to  academic achievement  of  NCE business education students in financial accounting in Nigerian colleges of education with particular reference to Enugu and Ebonyi states taking gender and ability level into consideration. This study, therefore, seeks to fill the gaps by carrying out an investigation on the  influence  of  SIWES  on  students’  academic  achievement  in  financial  accounting  in colleges of education in Enugu and Ebonyi states, taking gender, adoption of relevant job specifications and ability level of students into consideration.

Purpose of the Study

The general purpose of this study is to determine the influence of SIWES on academic achievement of business education students in financial accounting in Colleges of Education in Enugu and Ebonyi States of Nigeria. The study specifically sought to find out the: –

1.  difference between the mean achievement scores of Colleges of Education students before and after SIWES in financial accounting

2.  influence of SIWES on the mean achievement scores of business education students in financial accounting after SIWES programme taking into consideration ability level of the students

3.  influence of SIWES on the mean achievement scores of business education students from federal and states colleges of education in financial accounting after SIWES programme.

4.    influence of SIWES on the mean achievement scores of business education students from public and private owned colleges of education in financial accounting after SIWES programme.

5.    influence of SIWES job specifications on the mean achievement scores of business education students in financial accounting after SIWES programme.

6.    influence of SIWES on the mean achievement scores of business education students from state-owned and private-owned colleges of education in financial accounting after SIWES programme.

7.    influence of SIWES on the mean academic achievement scores of male and female students in financial accounting after SIWES programme.

8.    influence of SIWES on the mean achievement scores of business education students in financial accounting, taking into consideration gender and ability level of students.

9.   The influence of SIWES on the mean achievement scores of business education students in financial accounting based on ownership of a college of education (ie Federal or State or Private) after SIWES programme.

Significance of the Study

The findings of the study would be of immense benefit to Government at various levels, Industrial Training Fund (ITF), National Commission for Colleges of Education (NCCE), Individual Colleges of Education, Industries, Accounting Lecturers, Students of Business Education, and Future Researchers.

The findings would help government both at national, states and local government levels to initiate policies that will enhance the administration of vocational business education

and SIWES in tertiary institutions generally. This will be achieved by disseminating the findings  of  this  study  through  seminars,  workshops  and  conferences.  The  government agencies would see the need to initiate policies that would make generally education and SIWES programme goal-oriented.

The findings no doubt would be of significance to Industrial Training Fund (ITF) in the management of SIWES, and in the reviving of the scheme’s in guidelines with a view to effectively manage the scheme for a greater achievement. This will be achieved by the ITF revising the strategies, policies and her guidelines to tackle the challenges facing the implementation of SIWES in Colleges of Education. In particular, all the stakeholders under ITF that has one thing or the other to do with SIWES programme will now, rise to their individual obligations by improving on the job specifications and prompt supervision of students on attachment.

The result of the study is expected to be useful to National commission for Colleges of Education (NCCE) and National University Commission (NUC) in curriculum reform and design.    NCCE will utilize the findings of the study to bring out new curriculum design, contents and minimum standard that will meet contemporary system of education all over the country especially on the best way to realize the objective of SIWES programme.

The study would be beneficial to administrators of business education department of colleges of education because it will widen their understanding on the importance of SIWES and its teaching and supervising students on attachment taking ability level of students into consideration.

Furthermore, the result of the study would help to re-position the industries where the students are attached to do all they are supposed to do in preparing the students by placing and supervising the students based on the job specifications. Moreover, industrial supervisors

would help colleges to achieve their set goal of ensuring that class work and on the job activities are related by placing students on relevant areas with relevant job specifications during their industrial attachments.

The findings of this study would be beneficial to account lecturers as it will provide them  with  first-hand  information  on  how  SIWES  can  be  programmed  in  line  with  the financial accounting outlines to improve students’ performance in financial accounting. The result of the study would also help the financial accounting lecturers to understand the influence of gender and ability level of students when sending the students out for SIWES.

The result of the study would be beneficial to accounting students since the knowledge and proper participation of students in SIWES may enhance their interest in SIWES and academic achievement in financial accounting. The findings of the study are also expected to be beneficial to future researchers in the review of related literature and empirical studies on the influence of SIWES on academic achievement of NCE students in financial accounting especially in related areas.

Research Questions

The study was guided by the following research questions:

1.   How does the achievement mean scores of business education students before and after

SIWES in financial accounting differ?

2.   What  is  the  influence  of  SIWES  on  the  mean  achievement  scores  of  business education students in financial accounting after SIWES programme taking into consideration ability level of students?

3.   What is the influence of SIWES on the mean achievement scores of business education students from federal and state colleges of education in financial accounting after SIWES programme?

4.   What is the influence of SIWES on the mean achievement scores of business education students from public and private owned colleges of education in financial accounting after SIWES programme?

5.   What is the influence of SIWES Job specifications on the mean achievement scores of business education students in financial accounting after SIWES programme?

6.   What is the influence of SIWES on the mean achievement scores of business education students in state-owned and private-owned colleges of education in financial accounting after SIWES programme?

7.   What is the influence of SIWES on the mean achievement scores of business education students  in   financial   accounting   after   SIWES   programme   taking   gender   into consideration?

8.   What is the influence of SIWES on the mean achievement scores of business education students in financial accounting after SIWES programme taking gender and ability level into consideration?

9.   What is the influence of SIWES on the mean academic achievement scores of business education students in financial accounting based on ownership of college of education (ie Federal or State or Private) after SIWES programme?

Hypotheses

The following null hypotheses were tested at 0.05 level of significance:

H01: There is no significant difference between the mean achievement scores of business education students before and after SIWES in financial accounting.

H02: There is no significant difference between the mean achievement scores of business education students in financial accounting after SIWES programme taking ability level of students into consideration.

H03: There is no significant difference between the mean achievement scores of business education students from federal and states colleges of education in financial accounting after SIWES programme.

H04: There is no significant difference between the mean achievement scores of business education students from public and private owned colleges of education in financial accounting after SIWES programme.

H05: There is no significant difference in the mean achievement scores of business education students in financial accounting after SIWES programme based on Job specifications.

H06: There is no significant difference between the mean achievement scores of business education students from states-owned and private-owned colleges of education in financial accounting after SIWES programme.

H07: There is no significant difference between the mean achievement scores of business education students in financial accounting after SIWES programme taking gender into consideration

H08: There is no significant difference between the mean achievement scores of business education students in financial accounting after SIWES programme based on gender and ability level.

H09: There is no significant difference in the mean achievement scores of business education students from federal, state and private colleges of education in financial accounting after SIWES programme.

Scope of the Study

This study focused on the influence of SIWES on students’ academic achievement in financial accounting in Colleges of Education in Enugu and Ebonyi States of Nigeria. This study, however, specifically covered the influence of SIWES on students’ academic achievement, influence of gender and ability level on students’ academic achievement after participating in SIWES programme in colleges of education in the two states. The study is also delimited to the Colleges of Education that offer Business Education to students in Enugu and Ebonyi States i.e. federal, state and private Colleges of Education.

xxDue to the numerous topics offered by the students from 100 level to first semester of

300 level in financial accounting, the researcher only selected departmental trading, profit and loss accounts, accounts of limited liabilities companies and consignment accounts and

200-level and 300-level students for the experiment.  The reason for selecting these topics is because students fail these topics more than other topics in the financial accounting courses offered at those levels.

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