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Effect of Accounting Simulation Exercises on Practical Accounting Skills among Accounting Education Students in Nigerian Universities

Abstract

Accounting simulation is an innovative instructional approach that provides students with opportunities to practise accounting procedures and decision-making within realistic or simulated business environments. Accounting education students require practical skills that enable them to record transactions, prepare financial statements, analyse financial information, reconcile accounts, detect errors, apply accounting standards, and use accounting technologies in professional situations. However, conventional accounting instruction in Nigerian universities may place greater emphasis on theoretical knowledge and routine classroom exercises, potentially limiting students' opportunities to develop practical accounting competencies through realistic business experiences. Accounting Simulation Exercises provide students with opportunities to perform accounting tasks within simulated business environments, apply accounting principles to realistic transactions, use accounting software, interpret financial information, and make accounting-related decisions. Against this background, this study investigates the effect of accounting simulation exercises on practical accounting skills among accounting education students in Nigerian universities. The study will be anchored on Experiential Learning Theory, Constructivist Learning Theory, and Situated Learning Theory. Experiential Learning Theory emphasizes learning through concrete experience, reflection, conceptualization, and active experimentation, providing a suitable framework for students' participation in accounting simulation activities. Constructivist Learning Theory emphasizes active learning, problem-solving, prior knowledge, and the construction of knowledge through meaningful experiences. Situated Learning Theory emphasizes the acquisition of knowledge and skills through participation in realistic contexts that resemble actual professional environments. Collectively, these theoretical perspectives provide a suitable framework for explaining how accounting simulation exercises may influence students' practical accounting skills. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate accounting education students enrolled in selected public and private universities in Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, universities, faculties or departments, levels of study, and eligible accounting education students. Accounting simulation exercises will be assessed using indicators such as exposure to simulated business transactions, computerized transaction processing, journal entry preparation, ledger posting, trial balance preparation, bank reconciliation, accounts receivable and payable processing, inventory accounting, payroll accounting, preparation of financial statements, budgeting activities, financial statement analysis, error detection and correction, use of accounting software, interpretation of financial information, simulated business decision-making, teamwork, lecturer guidance, feedback, and frequency of simulation activities. Students' practical accounting skills will be assessed using indicators such as accurate transaction recording, journal and ledger preparation, trial balance preparation, bank reconciliation, financial statement preparation, error detection and correction, application of accounting principles, financial data analysis, use of accounting software, problem-solving, professional judgement, accuracy, time management, and ability to apply accounting knowledge to unfamiliar business situations. Data will be collected using structured questionnaires, standardized practical accounting skills tests, simulated accounting tasks, competency-based assessment rubrics, observation checklists, accounting software performance records, and pre-test and post-test assessments where a quasi-experimental design is adopted. Descriptive statistics will be used to summarize students' demographic and academic characteristics, simulation experiences, technology exposure, and levels of practical accounting skills. Inferential statistical techniques, including chi-square tests, paired and independent t-tests, correlation analysis, and multiple regression analysis where appropriate, will be used to determine the effect of accounting simulation exercises on students' practical accounting skills. Where a quasi-experimental design is adopted, practical accounting skill scores before and after exposure to accounting simulation exercises may be compared with those of a comparison group receiving conventional accounting instruction to determine changes associated with the intervention. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that accounting simulation exercises have a significant positive effect on practical accounting skills among accounting education students in Nigerian universities. Students who regularly participate in structured accounting simulations are expected to demonstrate stronger abilities to record transactions, prepare accounting records, reconcile accounts, prepare financial statements, analyse financial information, detect and correct errors, use accounting software, and apply accounting principles to realistic business situations than students exposed primarily to conventional classroom instruction. Simulation activities may enable students to connect theoretical accounting knowledge with practical application while developing accuracy, analytical reasoning, problem-solving, professional judgement, teamwork, and confidence. Exposure to simulated business environments involving sales, purchases, inventory, payroll, receivables, payables, banking transactions, adjustments, financial reporting, and budgeting may strengthen students' ability to manage interconnected accounting procedures. Technology-supported simulations may also improve students' digital accounting competence and readiness for technology-driven accounting workplaces. However, inadequate computer facilities, limited access to accounting software, unstable electricity and internet services, large class sizes, insufficient instructional time, limited lecturer training, and high implementation costs may reduce the effectiveness of accounting simulation exercises. The study therefore expects well-designed, realistic, technology-supported, and properly supervised accounting simulation exercises to contribute significantly to improved practical accounting skills among accounting education students in Nigerian universities. The study is expected to contribute to the literature on accounting simulation, practical accounting skills, accounting education, experiential learning, technology-enhanced accounting education, computerized accounting, accounting pedagogy, professional competence, and higher education in Nigeria. The findings will provide useful information to the National Universities Commission, universities, accounting education departments, accounting educators, professional accounting bodies, accounting firms, employers, curriculum developers, and policymakers regarding strategies for strengthening practical accounting education. The study will also provide evidence-based recommendations for integrating accounting simulation into university accounting education programmes, improving access to accounting software and computer facilities, developing realistic Nigerian business simulation cases, strengthening lecturers' capacity to design and facilitate simulation-based learning, incorporating competency-based practical assessments, providing continuous feedback, and creating stronger connections between university accounting education and the practical skills required in contemporary accounting workplaces.

Keywords: Accounting simulation exercises, practical accounting skills, accounting education students, experiential learning, computerized accounting, accounting software, simulation-based learning, accounting competence, technology-enhanced accounting education, Nigerian universities, Nigeria.