Students’ Evaluation of the B.Ed. Accounting Programme in the University of Cape Coast

Abstract

The thrust of this study was to assess students’ perceptions of the Bachelor of Education (Accounting) programme at the University of Cape Coast. The study adopted the descriptive survey design in which data were collected within the overarching framework of the Context Input Process Product evaluation model. A sample size of 349 Bachelor of Education (Accounting) students participated in the study. Multi-stage sampling, employing stratified sampling, proportionate random sampling and simple random techniques, was used in selecting the respondents for the study. Descriptive statistics (means and standard deviation) and inferential statistics (Mann-Whitney U-test and Kruskal-Wallis test) were used to analyse the research questions / hypotheses. The study found that students perceived the Bachelor of Education (Accounting) programme to be satisfactory to the context rubric of the CIPP model. However, it was found that the programme was not satisfactory with respect to the input rubric of the CIPP model. It was also revealed that students were satisfied with the process rubric of the programme. The study recommended that the programme designers should include courses that will expose students to the use of current accounting software used in Ghana such as Tally Accounting, and the Head of the Department should ensure that departmental library resources and facilities, current journals in Accounting for the use of both students and lecturers, and teaching and learning materials are adequately available and in right conditions.