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E-Aeeounting Competencies Possessed by Business Education Grad uating Students for Global
Relevance in Universities in Delta and Edo States
P, E- OkORO
Delta State University, Abraka
This study investigated e-accounting competencies possessed by business education graduating students for
global relevance in universities in Delta and Edo States. Two research questions and four hypotheses guided
this study- This study adopted the descriptive survey research design The population of the study cornprises
397 Business education graduating Students in Delta State University, Abraka, Ambrose Alli University,
Ekpoma and University of Benin, 397 Business education graduating students were Used for the study There
was no sampling since the population was manageable, A questionnaire containing 42 items was used for the
study. It was divided into parts. Part A contains three items at' demographic variables such as name of
institution, type or institution and sex while Part B contains 41 items on the research questions- The instrument
has reliability coefficient of 0.97 and 0.92 using Cronbach alpha based on the two research questions. Data
were analysed using mean and standard deviation. The findings on basic accounting competencies possessed
by Business education graduating Students are; Cash book preparation, Preparation of petty Cash Book, posting
of transactions into the ledger, journalizing transactions, Preparation of accounts payabie, while global
competencies possessed by Business education graduating students are; Problems solving skills. Word
processing, Awareness in ethical issues, internet Research, Technology Security and Control amongst others.
It was recommended that adequate lecturers in Accounting option should be employed by the school
authorities in accounting specialization courses. Business education students should be provided with the
relevant accounting text books in to learn those accounting competencies so that they can be competent,
amongst others.
Keywords: E-Accounting, competencies, Possessed, Global Relevance
Business education is a vocational education that is
directed towards developing the learner to become
productive in teaching, paid employment and self-
employment (Amour, 2010). Business education
prepares individuals for gainful employment and
sustainable livelihood, it is known as education for and
about business (Esenes 2013). It is also training in
Business skills to enhance the individual self-
employment, Business education for business is that
aspect of vocational education which provides
instruction and preparation for positions in office
occupations, as secretary, data processor, word
processor, computer programmer and accountant,
Odesanya & Bagudu (2019). Education about business
provides knowledge and understanding of the economic,
financial, marketing, accounting, management system
and other branches of business enterprise. It prepares
students to function intelligently after graduationas
consumers and citizens In a business environment
(Ugwuogo, 20 13).
in the vein, Alnoor (2010) notes that business education
plays a significant role in the economic development by
providing knowledge, skills and attitude to the learners,
enabling them to adequately impart knowledge into
individuals and handle sophisticated office technologies
and information systems. The critical goal of Business
education at the university level is to produce competent,
skilful and dynamic business teachers, office
administrators and entrepreneurs that Will effectively
compete to the world of work Its primary aim is to
prepare students for roles in enterprises. Such positions
could he as employees, entrepreneurs and employers.
In Nigerian universities, Business education students are
expected to offer courses in Business administration,
introduction to Business entrepreneurship education,
Business law, data processing Business policy, Consumer
behaviour, and Principles of management. In office
technology and management, students are exposed to word
processing, shorthand, law and practice of Titeetings,
records keeping are office practice. In accounting, students
are exposed to introduction to principles Of accounting,
financial accounting, auditing, taxation, cost accoutning,
governmental accounting and corporate account mg,
Accounting which is a Business education course is
Offered at the senior secondary school, colleges Of
education, polytechnics and universities. It helps
students in acquisition of accounting skills, knowledge,
attitude, values and competencies towards solving
problems personal and corporate to have life satisfaction
(Ubalom and Ogwvnife, 2017). NdineChi and Obidile
(20 13), note that accounting as a discipline is concerned
with the process of recording, analyzing, classifying,
summarizing and interpreting financial transactions and
communicating the results to its users, It involves the
acquisition, conservation, recording of business
transactions and necessary information.
Accounting systems are responsible for recording,
analysing, monitoring and evaluating the financial
position of business organizations, preparation of
accounting statements and relevant documents necessary
for tax purposes and providing information support to
many other organizations (Toshniwal, 2016), Kavitha
(2014) states that accounting as an information system is
the process Of identifying, measuring and
communicating the economic information of an
organization to its users who need the information for
decision making.
The major areas of accounting relevant to Business
education graduates are basic accounting and global
accounting competencies which is referred to as e.
accounting. Competencies which means electronic
accounting involves the Skills, knowledge and attitude
required to perform a given Business education
assignment. The skills and ideas a person have can
generate into a vital tool Of specialization to perform a
given task, Competency can result to being skilful in
doing a task such as doing accounting job" Olaitan,
Ataribe and Eze (2010) tote that competency is the
successful performance of a task through the use of
knowledge, skills, attitude and judgement
Druckers (1976) asserts that in 3R-basic skills (readings
writing and arithmetic). a profile of •knowledge
workers" in the global economy will include analytical
skills, creativity, innovation, Strong competences in
technology, sensitivity to the issues of multiculturalism,
and ability to collaborate with the global business
partners to show proficiency in computers and adapt to
the complex service sector (Levy & Murnane, 2005), E-
accounting is the application of online and Internet
technologies to the business accounting function. E-
accounting is "electronic enablement" Of lawful
accounting and traceable accounting processes which
were traditionally manual and paper-based (Yikipedia
2018).
Electronic accounting involves the documentation,
tracking, recording, archiving and summarizing of
transactions and events associated with a business entity
as well as presenting related summary information to a
business entity's interest groups in an electronic
environment (Yakubu and Gomen, 2012). Electronic
accounting involves performing regular accounting
functions, accounting research. accounting training and
education through various computer/internet based Oti
accounting tools such as digital tool skills, various
internet resources, international web based materials,
institute and company data bases which are internet
based, web links, internet based accounting software
and electronic financial spreadsheet tools to provide
efficient decision making (Memis, 201 1).
"E" means electronic in which every record is in
electronic form. 'Accounting" is the art of recording,
classifying and summarizing transactions in a
significant manner. In electronic accounting system,
source documents and accounting records exist in
digital form instead of on paper. It is an application of
online and internet technologies to the business
accounting function. E-accounting is a new
development in the area of acc.01mtlng. There has been
an immense growth in this era of information and
communication technology in business to support the
exchange of data and information within and between
Organizations. Accounting records created for Bank
Reconciliation, Management Information System
(MIS), cash management, accounts payable, accounts
receivable, pay roll, and credit management, financial
Statements are totally online. An accountant should not
only be interested in record keeping, but in the
application of his professional competency or
knowledge and skills in presenting accounting
information to assist management in decision making.
Global relevance refers to the ability or skills one has to
excel in the universe. It refers to the ability, attitude,
skills a graduate has to perform effectively in the world
of work. A person seems more competitive where
he/she can excel universally. Any situation the person
finds himself in, he is able to adapt favourably to it.
A study of Ayodeji and Adeyinka (2019) on
competencies required of polytechnics accounting
graduates for relevance in the e-world: an empirical
analysis of Ondo and Ekiti States reveals the following
as Basic accounting competencies required by
accounting education graduates, They are; Cash book
preparation, Preparation of Petty Cash Book, Posting
Of transactions into the ledger, Journalizing transactions,
Preparation of accounts payable, Computation of accounts
receivable, Compilation of
Debtors and Creditors Registers, Extracting Trial
Balance from the Ledger, Preparation of Final Accounts,
interpretation of Final Accounts, Preparing Non-profit,
Making Organizations Accounts,
Preparing Manufacturing Accounts, Preparing Partnership
Accounts, Stock Valuation, Preparation Of accounts for
Limited Liability Companies. Preparation of Hire
Purchase Accounts Preparation of Royalty Accounts.
Preparation of Consignment Accounts,
Preparation of accounts for Public Sector and Payroll
Compilation, The study also reveals that Global
Competencies possessed by Business education
graduating students are; The Use Of Spreadsheet
Software, Problems solving skills, Word processing,
Awareness in ethical issues, Internet Research,
PowerPoint presentation software, software, Web Design,
Technology Security and Control, System Analysis,
Auditing through Computer, Telecommunication
Software, Microsoft Excel, Package, Cost Analysis,
Forensic Accounting
Electronic Money- Transfer, Web Payment and Risk
Management.
Statement of the Problem
Teaching of accounting courses in universities in Nigeria
is being dominated by lecture method in Business
education. Graduates from these universities are not
familiar with electronic accounting and this situation
places them in a poor Business position in the world of
technology. Exaccounting is still at its formative stage in
many developing countries of the world. Graduates of
Business education need to acquire skills and
competencies that will make them relevant and marketable
in the e-world with the knowledge in Information and
Communication Technology (PCT). The problem of the
study is therefore, what are e-accounting competencies
possessed by Business education graduating students for
global relevance in universities in Delta and Edo States?
Purpose of the Study
The purpose of this study is to determine the e-accounting
possessed competencies by final year Business education
students in universities in Delta and
Edo States. Specifically, the objectives are to;
1. Ascertain basic e-accounting competencies possessed
by Business education graduating students for global
relevance
2. Determine global e-accounting possessed by
Business education graduating students for global
relevance
Research Questions
The fallowing research questions are raised for the study:
What are the basic e-accounting competencies
possessed by Business education graduating students
for global relevance in universities in Delta and Edo
States?
2. What are the global e-accounting competencies
possessed by graduating Business education
students for global relevance in universities in
Delta and Edo States?
Hypotheses
The following hypotheses tested at 0.05 level of
significance guided the study:
1. ratings of male female Business education
graduating students on the basic e-accounting
competencies possessed by Business education
graduating students for global relevance in
universities in Delta Edo States.
2. There is no significant difference in the mean
ratings of male and female Business education
graduating students on global e-accounting•
competencies possessed by Business education
graduating students for global relevance in
universities in Delta and Edo States.
3. There is no significant difference in the mean
ratings of state and federal universities and the
basic e-accounting competencies possessed by
Business education graduating students for global
relevance in universities in Delta and Edo Slates.
4. There is no significant difference in The mean
ratings of state and federal universities on global
competencies possessed of Business education
graduating students for global relevance in
universities in Delta and Edo States?
Methodology
This study adopted the descriptive survey research design
which assessed a-accounting competencies possessed by
business education graduating students for global
relevance in universities in Delta and Edo States, The
population of the study comprises 397 Business education
graduating students in Delta State and Edo State, The
entire 397 final year Business education students of Delta
State University, Abraka, Ambrose Alli University
Ekpoma and University of Benin in (2019/2020 session)
were used for the study since the population was
manageable, There was no sampling. A questionnaire
containing 42 items was used for the study. It was divided
into two parts, Part A contains three items demographic
variables such as name Of institution and sex while Part B
contains 39 items on the research questions. The
questionnaire was structured on a 4 point scale of Highly
Competent (HC.), Competent Moderately Competent
(MC) and Not Competent 04C), The face and content
validity of the questionnaire was done by 3 experts in
Measurement and Evaluation and 4 experts in Business
education at the Delta State University, Abraka. All their
suggestions were taken into consideration before study. To
establish the internal consistency of the instrument, 58
copies of the questionnaire were administered to 58 final
year students of Business education at the Enugu State
University of Science and Technology, Enugu. The data
collected were analyzed using Cronbach Alpha which
yielded reliability coefficient of 0„97 and 0.92 on research
question one and research question two respectively, Mean
and standard deviation were -used for data analysis. The
research question has four options of Highly Competent- 4
points, Competent- 3 points, Moderately Competent- 2
points and Not Competent - I point, In decision rule, any
item which has a mean of 2, 5 and above was regarded as
competent and any which mean item of less than was
regarded as not competent.
Research Question I: What are the basic e-
accounting competencies possessed by Business
education graduating students for global relevance in
south-south universities in Nigeria?
the final copy of the questionnaire was written for the
Table I Respondents mean rating of accounting competencies possessed by final year business education students,
N 397
Items Basic c-accounting competencies possessed by Business Mean SD Decision education
graduating students:
Cash book preparation 2.78 0.88 Competent
2 Preparation of Petty Cash Book Competent
Research Question 2: What are the global competencies possessed of Business education graduating students for
global relevance in south-south universities in Nigeria?
3
Posting of transactions into the ledger
2.77
.076
Corn
petent
4
Journalizing transactions
2.69
0.67
Competent
Preparation of accounts payable
2.57
0.83
Competent
6
Computation of accounts receivable
2.62
0.89
Competent
7
Compilation of Debtors and Creditors Registers
3.33
0.72
Competent
8
Extracting Trial Balance from the Ledger
2.74
0.78
Competent
9
Preparation of Final Accounts
2 62
Competent
10
interpretation of Final Accounts
Competent
1 1
Preparing Non-profit Accounts
2.66
Competent
12
Making Organizations Accounts
2.88
002
Competent
13
Preparing Manufacturing Accounts
2.72
0.58
Competent
14
Preparing Partnership Accounts
2.56
0.61
Competent
15
Stock Valuation
2.96
0.55
Competent
16
Preparation of accounts for Limited Liability Companies
2.73
0.74
Competent
17
Preparation of Hire Purchase Accounts
2.69
0.68
Competent
18
•Preparation of Royalty Accounts
2,44
0.59
Noi
19
Preparation of Consignment Accounts
2.84
0,51
Competent
20
Preparation of accounts for Public Sector
2.92
0.62
Competent
21
Payroll Computation
2.48
Nat Competent
In the table 1, all items are competent except item 18 and 21 which are not competent,
Table 2: Respondents mean rating of global competencies possessed by final year business education students.
items Global Competencies possessed by Accounting SD Decision Graduates of Colleges Of Education are
Testing of Hypotheses
The results of the hypotheses are as follows:
Hypothesis L
l. There is no significant difference in the mean ratings of-male and female Business education graduating students
on the basic accounting competencies possessed by Business education graduating students for global
relevance in universities in Delta and Edo States,
Table 3 : Male and female Business education graduating students On 'he basic accounting competencies possessed
by Business education graduating students for global relevance in universities in Delta and Edo
Stares
Variables
R
SD
dr
t-cal
t-crit
Deejsion
Male
Fem ale
203
194
2.66
2.59
0.91
0.94
1.43
1.96
Not significant
22
use of Spreadsheet Software
2.43
0.1M
Not Competent
23
Problems solving skills
2.65
0.58
Competent
24
Word processing
0.62
Competent
25
Awareness in ethical issues
2.73
0.84
Competent
26
Internet Research
2.86
0.92
Competent
27
PowerPoint presentation software
2.40
0_73
Not Competent
28
Database software
2A6
0.52
Not Competent
29
Web Design
2.45
0-66
Nat Competent
39
Technology Security and Control
2v61
0.85
Competent
31
System Analysis
2.66
0_89
Competent
32
Auditing through Computer
0.98
Competent
33
Telecommunication Software
2.53
0.74
Competent
34
Microsoft Excel Package
Competent
35
Cost Analysis
0_63
Competent
36
Forensic Accounting
2.67
0.51
Competent
37
Electronic Money- Transfer
2.96
0.84
Competent
38
Web Payment
2.46
0.61
Not Competent
39
Risk Management
2.86
Compel ertt
In table 2, all items are competent except item 22, 27,
29 and
which are not competent
The calculated t-test of 1.43 is less than t-crit at I .96 level of significance, The hypothesis which states that there is
no significant difference in the mean rating of male and female Business education graduating students on the basic
accounting competencies possessed by Business education graduating students for global relevance in universities
in Delta and Edo universities is therefore retained,
There is no significant difference in the mean ratings of male and female Business education graduating students
on global competencies possessed of Business education graduating students for global relevance in
universities in Della and Edo States.
Hypothesis 2
Ta 4." Male and female Business education graduating students global competencies possessed of Business
education graduating students for global relevance in universities in Delta and Edo States
is no significant difference it] the mean rating of ratings of male and female Business education graduating
students on global competencies possessed by Business education graduating students for global relevance tin
universities in Delta and Edo Slates is therefore retained,
3. There is 110 significant difference in the mean ratings of state and federal universities on the basic accounting
competencies possessed by Business education graduating students for global relevance in universities in
Delta and Edo States,
Hypothesis 3
global relevance universities in Deita and Edo States
Table S State and federal universities on the basic accounting competencies possessed by Business education
The calculated t-test of 1.62 is less than t-crit at 1.96 level Of significance. The hypothesis which states that there
is no significant difference in the mean ratings state and federal universities on the basic accounting competencies
possessed by Business education graduating students for global relevance in universities in Delta and Edo States
is therefore retained,
4. There is no significant difference in the mean ratings of state and federal universities on global competencies
possessed of Business education graduating students for global relevance in universities it-i
Delta and Edo States,
Hypothesis 4
Table 6: State and federal universities on global competencies possessed of Business education graduating students
for global relevance in universities in Della and Edo States
Variables
SD
t-crit
Decision
I
of
significance.
The
hypothesis
State Universities Students 279
Federal University Students
2.69
2.45
0.83
395 1.62
0.87
[.96
Not
significant
The calculated t-test of 1.62 is less than t-crit at t-96 level of significance. The hypothesis which states that there
is no significant difference in the mean ratings of state and federal universities on the basic accounting
competencies possessed by Business edLJCati0J1 graduating students for global relevance in universities in Delta
and Edo States is therefore retained.
Discussion of Findings
The findings reveal that the basic accounting
competencies possessed by accounting education
graduates: Cash book preparation, Preparation of Petty
Cash Book, Posting of transactions into the ledger,
Journalizing transactions, Preparation Of accounts
payable, Computation of accounts receivable,
Compilation of Debtors and Creditors Registers,
Extracting Trial Balance from the Ledger, Preparation of
Final Accounts, interpretation of Final Accounts,
Preparing Non-profit, Making Organizations Accounts,
Preparing Manufacturing Accounts, Preparing Partnership
Accounts Stock Valuation, Preparation of accounts for
Limited Liability Companies, Preparation Of Hire
Purchase Accounts, Preparation of Consignment
Accounts, Preparation of accounts for Public Sector are
competent while Preparation Of Royalty Accounts and
Payroll Computation are not competent, This study is
consistent with Ayodeji and Adeyinka (2019), who
identified similar competencies required by accounting
graduating students.
The study also reveals that the global competencies
possessed by Accounting Graduates of Colleges of
Education: problems solving Skills, Word processing,
Awareness in ethical issues, Internet Research,
Technology Security and Control, System Analysis,
Auditing through Computer„ Telecommunication
Software, Microsoft Excel, Package, Cost Analysis,
Forensic Accounting, Electronic Money- Transfer, Web
Payment are all competent while Use of Spreadsheet
Software, PowerPoint presentation software, Database
software, Web Design, and Risk Management not
competent. This Study is consistent with Ayodeji and
Adeyinka (2019), who identified similar competencies
required by accounting graduating students_ This study
is also consisted with the earlier study of Adewole and
Adegboye (2019).
The results of the hypotheses are as follows; in hypothesis
the calculated t-test of I .43 is less than t. crit at 1.96 level
of significance. The hypothesis which states that there is
no significant difference in the mean ratings of male and
female Business education
graduating students on the basic accounting
competencies possessed by Business education
graduating students for global relevance in universities in
Delta and Edo universities is therefore retained. In
hypothesis 2, the Of I .57 is less than tcrit al I .96 level Of
Significance. The hypothesis which States that there is no
significant difference in the mean rating of ratings of
male and female Business education graduating students
on global competencies possessed by Business education
graduating students for global relevance in universities in
Delta and Edo Stares is therefore retained. In hypothesis
3, the calculated t-test of I _62 is less than t-crit at 1.96
level of significance. The hypothesis which states that
there is no significant difference in the mean rating of
state and federal universities on the basic accounting
competencies possessed by business education
graduating students for global relevance in universities in
Delta and Edo States is therefore retained and in
hypothesis 4, the calculated t-test of 1.62 is less than t-
crit at I _96 level of significance. The hypothesis which
states that there is no significant difference in the ratings
of state and federal universities On the basic accounting
competencies possessed by Business education
graduating students for global relevance in universities in
Delta and Edo States is therefore retained_
Conclusion
Business education is education for and about business
which helps the recipient to perform effectively in the
world of work to enhance global relevance through the
progression Of accounting competencies, Therefore,
accounting competencies are vital skills required which
must be possessed by Business education graduates in
order for them to be competitive in the global economy,
Recommendations
The following are recommendations made from the
study':
Adequate lecturers in accounting option should be
employed by the school authorities in
accounting specialization courses
2. Business education students should be provided
with the relevant accounting text books in order
to learn those accounting competencies SO that
they can be competent.
3. Adequate instructional facilities should be
provided in the accounting department to
demonstrate the accounting competencies to be
possessed in the specialized areas.
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