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The Relationship Between Availability of ICT Infrastructure, Instructional Methods and Integration of Accounting Software for Practical Skills Development of Accounting Education Undergraduates in Colleges of Education in Nigeria

Onyeneke, Euphemia Nkiruka, Ifi Chibuzor Christy, Kachi-Nwosu,Ngozi Loretta

Abstract

This study determined the relationship between availability of ICT infrastructure, instructional methods and the integration of accounting software for practical skills development of Accounting Education students in Colleges of Education in South East, Nigeria. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. A Correlation research design was adopted. The participants comprised of 95 Accounting Education lecturers in public Federal and State Colleges of Education in South East, Nigeria. Data were collected using three structured questionnaires: Availability of ICT Infrastructure , Instructional Methods Questionnaire , and Integration of Accounting Software for Practical Skills Development Questionnaire (IASPSDQ). The instruments were validated by three experts in the field of education and yielded reliability coefficients of .81, .78, and .85 respectively using Cronbach Alpha. Pearson Product Moment Correlation was used to analyze data at a 0.05 level of significance. Findings revealed a moderate positive and significant relationship between availability of ICT infrastructure and integration of accounting software for practical skills development. The study also found a strong positive and significant relationship between instructional methods and the integration of accounting software. The results indicate that while adequate ICT infrastructure provides the technological foundation for accounting software integration, effective, learner-centered instructional methods play a more decisive role in promoting its use for practical skills development. The study concluded that successful integration of accounting software in Colleges of Education depends on the combined influence of sufficient ICT infrastructure and appropriate pedagogical practices. It was recommended, among others, that government and college management prioritize ICT infrastructure development and continuous professional training for Accounting Education lecturers to enhance practical accounting skills acquisition.

Keywords

Institutional FactorsPedagogical FactorsIntegrationAccounting SoftwarePractical Skills Development

References

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