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Effect of Accounting Students’ Participation in Financial Literacy Outreach Programmes on Their Teaching Confidence

Abstract

Financial literacy outreach programmes are organized educational activities through which individuals or groups are provided with knowledge and guidance on financial matters such as budgeting, saving, borrowing, investment, and responsible financial decision-making, while teaching confidence refers to students’ belief in their ability to explain concepts, communicate effectively, manage learning activities, and teach financial and accounting-related topics successfully. Participation in financial literacy outreach programmes can provide Accounting Education students with opportunities to apply their academic knowledge outside the conventional classroom environment. Such experiences may strengthen their communication, presentation, classroom management, and instructional abilities. This study therefore seeks to examine the effect of Accounting students’ participation in financial literacy outreach programmes on their teaching confidence. Participation in financial literacy outreach programmes may involve preparing educational materials, explaining financial concepts to members of the community, delivering presentations, answering questions, facilitating discussions, and assisting with practical financial activities. These activities can expose students to different levels of financial knowledge and require them to communicate accounting and financial concepts in simple and understandable ways. Through repeated participation, students may gain practical experience in organizing instructional activities and responding to learners’ questions. Teaching confidence refers to students’ perceived ability to plan lessons, explain accounting concepts clearly, communicate with learners, respond to questions, use appropriate teaching methods, and manage instructional activities effectively. Participation in financial literacy outreach programmes can provide students with opportunities to practice these skills in real educational situations. By interacting with different learners and explaining financial concepts outside the traditional classroom, students may develop greater confidence in their ability to perform teaching-related responsibilities. The study will adopt a quantitative research design. The population will comprise Accounting Education students in selected tertiary institutions. Data will be collected using a structured questionnaire designed to measure students’ participation in financial literacy outreach programmes and their teaching confidence. The instrument will cover areas such as frequency of participation, involvement in presentations and learner interactions, preparation of financial literacy materials, communication activities, lesson explanation, classroom management, and confidence in performing teaching tasks. The instrument will be subjected to appropriate validity and reliability procedures before administration. Data collected will be analyzed using descriptive and inferential statistical techniques, while the relevant hypothesis will be tested at a 0.05 level of significance. The study is expected to establish that participation in financial literacy outreach programmes has a significant positive effect on the teaching confidence of Accounting Education students. Students who participate more actively in outreach activities are expected to demonstrate greater confidence in explaining accounting and financial concepts, communicating with learners, responding to questions, and performing other teaching-related activities. The findings are expected to have implications for teacher education and the preparation of Accounting Education students. Financial literacy outreach can provide students with practical opportunities to apply accounting knowledge while developing communication and instructional skills. Accounting Education programmes may therefore benefit from incorporating community-based financial literacy activities into students’ learning experiences as a complement to conventional teaching practice. The study will be beneficial to Accounting Education students, lecturers, tertiary institutions, financial literacy programme organizers, schools, and communities. Students may gain practical teaching experience and stronger confidence in performing instructional activities. Lecturers and institutions may obtain useful information for improving teacher preparation, while financial literacy programme organizers and communities may benefit from the participation of students who can communicate basic financial concepts effectively. The study recommends that tertiary institutions should encourage Accounting Education students to participate in structured financial literacy outreach programmes as part of their academic and professional development. Lecturers should provide students with opportunities to prepare presentations, explain financial concepts, interact with learners, and reflect on their outreach experiences. Institutions should also collaborate with relevant organizations to create sustainable outreach opportunities for students. The study concludes that participation in financial literacy outreach programmes can provide valuable practical experiences that strengthen the teaching confidence of Accounting Education students.

Keywords: Financial Literacy Outreach, Teaching Confidence, Accounting Education, Accounting Students, Student Participation, Financial Literacy, Teaching Skills, Communication Skills, Instructional Skills, Community Outreach, Teaching Experience, Teacher Preparation, Accounting Education Students, Financial Education, Professional Development