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Impact of Social Media-Based Accounting Content on Students’ Interest in Accounting Education in Nigerian Universities

Abstract

Social media has become an increasingly important source of educational information among university students, providing opportunities for learners to access academic content beyond the traditional classroom. Social media-based accounting content includes accounting lessons, explanations, tutorials, practical examples, discussions, and other educational materials shared through digital platforms. Such content can make accounting concepts more accessible and engaging, particularly for students who may find some accounting topics difficult or abstract. This study therefore examines the impact of social media-based accounting content on students’ interest in Accounting Education in Nigerian Universities. Social media-based accounting content provides students with opportunities to access accounting information through videos, illustrations, short lessons, discussions, quizzes, worked examples, and other interactive materials. These resources can support learning by presenting accounting concepts in different formats and allowing students to access educational materials at their convenience. Regular exposure to relevant accounting content may also enable students to explore accounting topics beyond formal classroom instruction and interact with accounting-related educational communities. Students’ interest in Accounting Education refers to their level of attention, enthusiasm, curiosity, willingness to participate, and desire to learn accounting-related subjects. Interest is important because students who are interested in accounting are more likely to participate actively in learning activities, seek additional knowledge, and sustain their engagement with accounting concepts. Exposure to relevant and engaging social media-based accounting content may increase students’ curiosity about accounting and encourage greater participation in Accounting Education. The study will adopt a survey research design. The population will comprise Accounting students in selected Nigerian Universities, from which an appropriate sample will be selected using a suitable sampling technique. Data will be collected through a structured questionnaire designed to measure students’ exposure to social media-based accounting content and their level of interest in Accounting Education. The instrument will be subjected to appropriate validity and reliability procedures, while the data collected will be analyzed using descriptive statistics and relevant inferential statistical techniques to determine the impact of social media-based accounting content on students’ interest in Accounting Education. The study is expected to establish that social media-based accounting content has a significant positive impact on students’ interest in Accounting Education. Students who are regularly exposed to relevant, clear, and engaging accounting content through social media are expected to demonstrate greater enthusiasm, curiosity, and willingness to participate in accounting learning activities. The study may also establish that practical examples, visual explanations, and interactive accounting content can make accounting learning more appealing to students. The findings are expected to have important implications for the teaching and learning of Accounting Education in Nigerian Universities. Accounting lecturers may need to explore appropriate social media platforms as complementary channels for delivering accounting educational materials. The integration of short instructional videos, accounting discussions, worked examples, quizzes, and other digital learning resources may provide students with additional opportunities to engage with accounting concepts and sustain their interest beyond classroom hours. The study will be beneficial to Accounting students, accounting lecturers, university administrators, curriculum planners, educational technology practitioners, and other stakeholders. Students may benefit from increased access to flexible and engaging accounting learning resources, while lecturers may gain insight into how social media can complement conventional accounting instruction. Curriculum planners and university administrators may also use the findings to encourage appropriate digital approaches that support students’ engagement with Accounting Education. The study recommends that Nigerian Universities should encourage the responsible use of social media-based accounting content as a complementary learning resource. Accounting lecturers should develop or recommend credible accounting content that presents concepts accurately, clearly, and engagingly while encouraging students to evaluate the reliability of online materials. Universities should also support appropriate digital learning initiatives that enhance students’ access to accounting resources. The study concludes that effective use of social media-based accounting content can significantly enhance students’ interest in Accounting Education and contribute to more engaging accounting learning experiences.

Keywords: Social Media-Based Accounting Content, Accounting Education, Accounting Students, Students’ Interest, Social Media, Digital Learning, Accounting Content, Educational Technology, Online Learning, Student Engagement, Accounting Learning, Digital Education, Learning Resources, Accounting Instruction, Academic Interest