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Effect of Suspense Account Exercises on Students’ Accounting Error-Resolution Skills in Nigerian Polytechnics

Abstract

Accounting error resolution is an essential practical competency for Accounting Education students because accounting records may contain errors that require systematic identification, investigation, correction, and proper documentation. Suspense accounts provide an important accounting mechanism for temporarily recording transactions whose correct classification or corresponding entry has not yet been determined. Effective use of suspense accounts requires students to identify errors, investigate discrepancies, trace transactions, determine appropriate corrections, and prepare accurate adjusting entries. However, Accounting Education students in Nigerian polytechnics may experience difficulties in resolving accounting errors because classroom instruction may place greater emphasis on theoretical explanations than on repeated practical error-resolution activities. Suspense Account Exercises provide students with opportunities to work with realistic accounting errors and unresolved transactions while applying systematic procedures for investigation and correction. Such exercises may strengthen students’ analytical ability, accounting accuracy, problem-solving competence, and practical readiness for accounting-related responsibilities. Against this background, this study investigates the effect of Suspense Account Exercises on students’ accounting error-resolution skills in Nigerian polytechnics. The study will be anchored on Experiential Learning Theory, Social Cognitive Theory, and Human Capital Theory. Experiential Learning Theory explains how students develop practical accounting competencies through direct experience, reflection, conceptualization, and active experimentation. Social Cognitive Theory emphasizes learning through observation, modelling, guided practice, feedback, and self-efficacy. Human Capital Theory explains how investment in relevant accounting knowledge and practical skills enhances students’ productivity, employability, and preparedness for professional responsibilities. Collectively, these theoretical perspectives provide a suitable framework for explaining how Suspense Account Exercises may influence students’ accounting error-resolution skills. The study will adopt a quantitative quasi-experimental research design. The population will comprise Accounting Education students enrolled in selected Nigerian polytechnics. A multistage sampling technique will be used to select states, polytechnics, departments, levels of study, classes, and eligible students. Data will be collected using structured questionnaires, accounting error-resolution skills assessment scales, suspense-account practical exercises, error-detection tasks, journal-entry correction exercises, practical performance rubrics, observation checklists, accounting records, and pre-test and post-test assessments. Suspense Account Exercises will be assessed using indicators such as suspense-account identification, purpose of suspense accounts, suspense-account opening procedures, temporary-recording procedures, transaction identification, transaction classification, error identification, error tracing, error investigation, error-location procedures, source-document examination, ledger examination, journal examination, trial-balance examination, cash-book examination, bank-statement examination, subsidiary-ledger examination, accounting-record comparison, transaction matching, debit-error identification, credit-error identification, omission-error identification, commission-error identification, principle-error identification, original-entry-error identification, reversal-of-entry-error identification, compensating-error identification, transposition-error identification, incorrect-amount identification, incorrect-account identification, incorrect-date identification, incorrect-description identification, double-entry-error identification, posting-error identification, totaling-error identification, balancing-error identification, carry-forward-error identification, casting-error identification, extraction-error identification, classification-error identification, recording-error identification, arithmetic-error identification, source-document-error identification, journal-entry-error identification, ledger-posting-error identification, trial-balance-error identification, suspense-balance analysis, suspense-account reconciliation, discrepancy identification, discrepancy investigation, error correction, correcting-entry preparation, adjusting-entry preparation, journal-entry preparation, ledger posting, suspense-account clearance, suspense-account balancing, suspense-account closure, error-documentation procedures, correction authorization, supporting-document verification, accounting-policy verification, accounting-principle verification, transaction-evidence verification, audit-trail maintenance, error-prevention procedures, internal-control procedures, review procedures, verification procedures, practical demonstrations, guided exercises, individual assignments, group exercises, case studies, error-analysis activities, role-play activities, repeated practice, peer assessment, lecturer assessment, self-assessment, feedback activities, reflective practice, and progressively challenging accounting-error scenarios. Students’ accounting error-resolution skills will be assessed using indicators such as ability to identify suspense accounts, explain their purpose, open suspense accounts appropriately, record unresolved transactions temporarily, identify accounting errors, trace errors to their source, investigate discrepancies systematically, locate errors within accounting records, examine source documents, examine journals and ledgers, analyze trial balances, examine cash books, compare bank statements, inspect subsidiary ledgers, compare accounting records, match transactions, identify debit errors, identify credit errors, detect errors of omission, detect errors of commission, identify errors of principle, identify errors of original entry, identify reversal errors, identify compensating errors, detect transposition errors, identify incorrect amounts, dates, accounts, and descriptions, detect double-entry errors, identify posting errors, detect totaling and balancing errors, identify carry-forward and casting errors, identify extraction errors, identify classification errors, identify recording errors, detect arithmetic errors, identify source-document errors, identify journal-entry errors, detect ledger-posting errors, identify trial-balance errors, analyze suspense balances, reconcile suspense accounts, identify discrepancies, investigate discrepancies, determine appropriate corrections, prepare correcting entries, prepare adjusting entries, prepare journal entries, post corrections to ledgers, clear suspense accounts, balance suspense accounts, close suspense accounts appropriately, document identified errors, obtain appropriate correction authorization, verify supporting evidence, apply accounting policies, apply accounting principles, verify transaction evidence, maintain audit trails, apply error-prevention procedures, observe internal controls, review accounting records, perform verification procedures, demonstrate accuracy, demonstrate attention to detail, demonstrate analytical ability, demonstrate accounting competence, demonstrate numerical competence, demonstrate problem-solving ability, demonstrate decision-making ability, demonstrate confidence, demonstrate efficiency, demonstrate accountability, demonstrate responsibility, demonstrate professionalism, demonstrate adaptability, and demonstrate overall accounting error-resolution competence. Descriptive statistics will be used to summarize students’ demographic and academic characteristics, exposure to Suspense Account Exercises, practical experiences, and accounting error-resolution skill levels. Inferential statistical techniques, including paired and independent t-tests, analysis of covariance (ANCOVA), correlation analysis, and multiple regression analysis where appropriate, will be used to determine the effect of Suspense Account Exercises on students’ accounting error-resolution skills. Where a quasi-experimental design is adopted, accounting error-resolution skill scores before and after participation in the exercises may be compared with those of a control group receiving conventional classroom 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 Suspense Account Exercises have a significant positive effect on students’ accounting error-resolution skills in Nigerian polytechnics. Students exposed to structured suspense-account exercises are expected to demonstrate improved ability to identify, trace, investigate, correct, document, and prevent accounting errors. Suspense-account identification activities may improve students’ understanding of when and why unresolved transactions are temporarily recorded. Suspense-account opening exercises may strengthen students’ ability to establish appropriate temporary records. Temporary-recording activities may improve students’ understanding of how unresolved items are handled pending investigation. Transaction-identification exercises may strengthen students’ ability to distinguish transactions requiring further investigation. Transaction-classification activities may improve students’ ability to determine appropriate accounting treatment. Error-identification exercises may strengthen students’ ability to recognize inaccuracies in accounting records. Error-tracing activities may improve students’ ability to locate the source of discrepancies. Error-investigation activities may strengthen students’ systematic approach to resolving accounting problems. Source-document examination may improve students’ ability to use documentary evidence when investigating errors. Journal and ledger examination may strengthen students’ ability to trace incorrect entries. Trial-balance examination may improve students’ ability to identify differences that may indicate recording errors. Cash-book and bank-statement examination may strengthen students’ ability to investigate discrepancies involving cash and banking transactions. Subsidiary-ledger examination may improve students’ ability to trace errors within detailed accounting records. Accounting-record comparison may strengthen students’ ability to identify inconsistencies between related records. Transaction-matching exercises may improve students’ ability to compare transactions across different accounting documents. Debit- and credit-error activities may strengthen students’ understanding of double-entry requirements. Omission-error exercises may improve students’ ability to recognize transactions that have not been recorded. Commission-error activities may strengthen students’ ability to identify incorrect accounts or entries. Principle-error exercises may improve students’ ability to distinguish inappropriate accounting treatment. Original-entry-error activities may strengthen students’ ability to identify incorrect amounts entered initially. Reversal-of-entry exercises may improve students’ ability to recognize entries recorded with reversed debit and credit effects. Compensating-error activities may strengthen students’ ability to recognize situations where one error offsets another. Transposition-error exercises may improve students’ ability to identify numerical reversals. Incorrect-amount, account, date, and description activities may strengthen students’ attention to accounting details. Double-entry-error exercises may improve students’ understanding of balanced accounting entries. Posting-error activities may strengthen students’ ability to trace incorrect ledger postings. Totaling and balancing exercises may improve students’ ability to identify numerical inaccuracies. Carry-forward and casting exercises may strengthen students’ ability to trace errors across accounting periods or records. Extraction-error activities may improve students’ ability to identify inaccuracies transferred from subsidiary records. Classification-error activities may strengthen students’ ability to recognize inappropriate account classification. Recording-error activities may improve students’ ability to identify inaccurate transaction entries. Arithmetic-error exercises may strengthen numerical problem-solving ability. Source-document-error activities may improve students’ ability to identify inconsistencies between source evidence and accounting records. Journal-entry-error activities may strengthen students’ ability to correct incorrect accounting entries. Ledger-posting-error activities may improve students’ ability to correct inaccurate postings. Trial-balance-error activities may strengthen students’ ability to investigate differences systematically. Suspense-balance analysis may improve students’ ability to interpret unresolved balances. Suspense-account reconciliation may strengthen students’ ability to compare suspense records with supporting accounting evidence. Discrepancy-identification exercises may improve students’ ability to recognize differences requiring investigation. Discrepancy-investigation activities may strengthen students’ analytical and problem-solving skills. Error-correction activities may improve students’ ability to determine appropriate accounting treatments. Correcting-entry preparation may strengthen students’ ability to formulate appropriate corrections. Adjusting-entry exercises may improve students’ ability to reflect corrections accurately in accounting records. Journal-entry preparation may strengthen students’ ability to translate error findings into appropriate accounting entries. Ledger-posting exercises may improve students’ ability to update relevant accounts after corrections. Suspense-account clearance activities may strengthen students’ ability to remove resolved items from temporary records. Suspense-account balancing may improve students’ ability to ensure that unresolved balances are properly accounted for. Suspense-account closure exercises may strengthen students’ understanding of completing the error-resolution process. Error-documentation activities may improve students’ ability to maintain evidence of identified errors and corrections. Correction-authorization exercises may strengthen students’ understanding of appropriate approval procedures. Supporting-document verification may improve the reliability of error corrections. Accounting-policy verification may strengthen students’ ability to apply appropriate accounting policies when resolving errors. Accounting-principle verification may improve students’ understanding of the principles governing corrections. Transaction-evidence verification may strengthen students’ ability to support corrections with appropriate evidence. Audit-trail activities may improve students’ understanding of traceability and accountability in accounting records. Error-prevention activities may strengthen students’ ability to identify weaknesses that contribute to recurring errors. Internal-control activities may improve students’ understanding of safeguards against accounting inaccuracies. Review and verification exercises may strengthen students’ ability to examine accounting records before finalization. Practical demonstrations may provide clear models of systematic error-resolution procedures. Guided exercises may provide structured support as students develop competence. Individual assignments may strengthen independent error-resolution ability. Group exercises may improve collaborative problem-solving. Case studies may expose students to realistic accounting discrepancies. Error-analysis activities may strengthen students’ ability to investigate complex accounting problems. Role-play activities may simulate workplace responsibilities involving accounting investigations. Repeated practice may improve students’ accuracy, speed, confidence, and independence. Peer assessment may expose students to alternative approaches to error resolution. Lecturer assessment and feedback may help students identify and correct weaknesses in their procedures. Self-assessment may encourage students to evaluate their practical performance. Reflective practice may help students learn from accounting errors and correction procedures. Progressively challenging scenarios may prepare students for increasingly complex accounting-error situations. However, the effectiveness of Suspense Account Exercises may be constrained by inadequate accounting laboratories, limited access to realistic accounting records, insufficient practical materials, large class sizes, limited practical training periods, inadequate lecturer supervision, outdated instructional materials, limited access to accounting software, insufficient authentic source documents, inadequate feedback, low student participation, weak industry collaboration, and inadequate integration of practical error-resolution activities into Accounting Education curricula. The study therefore expects realistic, structured, hands-on, workplace-oriented, and adequately supervised Suspense Account Exercises to contribute significantly to improved accounting error-resolution skills among Accounting Education students in Nigerian polytechnics. The study is expected to contribute to the literature on Suspense Account Exercises, accounting error-resolution skills, Experiential Learning Theory, Social Cognitive Theory, Human Capital Theory, accounting education, practical accounting education, suspense accounts, accounting errors, error detection, error tracing, error investigation, error correction, correcting entries, adjusting entries, journal entries, ledger posting, trial-balance analysis, source-document verification, transaction matching, suspense-account reconciliation, internal controls, audit trails, accounting accuracy, financial-record management, problem-solving skills, analytical skills, workplace readiness, employability skills, professional competence, Accounting Education students, Nigerian polytechnics, and Accounting Education in Nigeria. The findings will provide useful information to the National Board for Technical Education, polytechnic administrators, Accounting Education departments, accounting educators, curriculum developers, professional accounting bodies, employers, industry partners, and policymakers regarding strategies for strengthening students’ practical accounting error-resolution competencies. The study will also provide evidence-based recommendations for integrating Suspense Account Exercises into Accounting Education programmes, establishing realistic accounting-error simulation environments, providing authentic accounting records and source documents, strengthening students’ error-identification and correction skills, incorporating suspense-account reconciliation and internal-control activities, providing repeated practical exercises and structured feedback, expanding collaboration between polytechnics and accounting workplaces, and aligning Accounting Education programmes with contemporary accounting-record management and error-resolution requirements in Nigeria.

Keywords: Suspense Account Exercises, accounting error-resolution skills, suspense accounts, accounting errors, error detection, error tracing, error investigation, error correction, correcting entries, adjusting entries, trial-balance analysis, ledger posting, transaction verification, suspense-account reconciliation, internal controls, practical accounting education, Accounting Education students, Nigerian polytechnics, Nigeria.