Learning Approaches and Students’ Academic Performance in Cost Accounting in Federal Universities in South-South, Nigeria

Abstract

This study investigated the relationship between learning styles and academic achievement in the field of cost accounting among students enrolled in Federal Universities in the South-South region of Nigeria. The study employed a descriptive research design. This study focuses on the examination of a population using a randomly selected sample. The study's population comprises 556 final-year business education students from the departments of business education of the four Federal Universities located in South-South Nigeria, as selected for the research. A study was conducted in the South-South region of Nigeria, focusing on final-year students in the business education departments of four Federal Universities. The sample size consisted of 248 students, selected from a total population of 556 students. The primary data were gathered through the utilisation of a questionnaire. The statistical methodology employed to address the research inquiries and evaluate the hypotheses was the Pearson Product Moment Correlation (PPMC). The present study employed a purposive probability sampling method to select the participants, which enabled the researcher to investigate the association between the learning style preference of senior business education students in cost accounting and their academic performance in the preceding semester's final examination in the same subject. There is a notable correlation between the independent learning approach and students' academic achievement in South-South Nigeria among other things. Based on the findings, the study recommended that lecturers as well as students should give necessary considerations to the different approaches available for learning.