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Impact of Forensic Accounting Case-Based Learning on Students’ Fraud Investigation Skills in Nigerian Universities

Abstract

The increasing sophistication of financial fraud and the growing use of digital technologies in financial transactions have increased the demand for accounting professionals with effective fraud investigation competencies. Forensic accounting combines accounting, auditing, investigation, analytical, and legal skills to examine financial information, identify irregularities, trace transactions, and provide evidence that may support fraud investigations. Accounting education students therefore require practical opportunities to develop fraud investigation skills beyond conventional theoretical instruction. Forensic accounting case-based learning provides students with realistic scenarios involving fraudulent transactions, financial statement manipulation, asset misappropriation, corruption, cyber-enabled financial crimes, and other forms of financial irregularity, enabling them to apply accounting knowledge to investigative situations. In Nigerian universities, case-based forensic accounting education may help bridge the gap between theoretical knowledge and practical fraud investigation requirements. However, limited access to realistic fraud cases, inadequate forensic accounting resources, insufficient practical training, and limited exposure to investigative techniques may constrain students' acquisition of these skills. Against this background, this study investigates the impact of forensic accounting case-based learning on students' fraud investigation skills in Nigerian universities. The study will be anchored on Experiential Learning Theory, Constructivist Learning Theory, and Human Capital Theory. Experiential Learning Theory emphasizes learning through concrete experience, reflection, conceptualization, and active experimentation, making it suitable for examining how forensic accounting cases may develop practical fraud investigation competencies. Constructivist Learning Theory emphasizes active participation, critical thinking, problem-solving, and knowledge construction through realistic learning activities, providing a basis for using case-based forensic accounting instruction to strengthen investigative abilities. Human Capital Theory explains how investment in specialized forensic accounting education can improve students' knowledge, professional competencies, productivity, employability, and future workplace performance. Collectively, these theoretical perspectives provide a suitable framework for explaining how forensic accounting case-based learning may influence students' fraud investigation skills. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate and postgraduate accounting education students enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, universities, faculties or departments, levels of study, and eligible accounting education students. Forensic accounting case-based learning will be assessed using indicators such as frequency of case-study exposure, complexity and realism of fraud scenarios, financial statement manipulation cases, asset misappropriation cases, corruption and bribery scenarios, procurement fraud cases, payroll fraud, digital financial fraud, transaction-tracing exercises, financial-data analysis, document examination, evidence evaluation, fraud-risk assessment, investigative procedures, case discussions, group problem-solving, simulated investigations, and lecturer-guided case analysis. Students' fraud investigation skills will be assessed using indicators such as identification of fraud indicators, fraud-risk assessment, transaction tracing, financial-data analysis, identification of suspicious transactions, examination of accounting records, detection of financial statement manipulation, evaluation of documentary evidence, development of investigative procedures, identification of perpetrators' methods, reconstruction of financial transactions, preparation of investigation findings, documentation of evidence, professional judgement, and ability to recommend appropriate investigative actions. Data will be collected using structured questionnaires, standardized fraud investigation skills tests, forensic accounting case studies, simulated fraud investigation exercises, transaction-tracing tasks, scenario-based questions, observation checklists, and pre-test and post-test assessments where a quasi-experimental intervention is adopted. Descriptive statistics will be used to summarize students' demographic and academic characteristics, exposure to forensic accounting case-based learning, practical experiences, and levels of fraud investigation skills. Inferential statistical techniques, including chi-square tests, paired and independent t-tests, correlation analysis, and multiple regression analysis where appropriate, will be used to determine the impact of forensic accounting case-based learning on students' fraud investigation skills. Where a quasi-experimental design is adopted, fraud investigation skill scores before and after exposure to case-based learning may be compared with those of a comparison group 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 forensic accounting case-based learning has a significant positive impact on students' fraud investigation skills in Nigerian universities. Students exposed to realistic and structured forensic accounting cases are expected to demonstrate stronger abilities to identify fraud indicators, assess fraud risks, trace financial transactions, analyse accounting records, evaluate evidence, detect financial statement manipulation, reconstruct suspicious transactions, and document investigative findings than students with limited exposure to case-based learning. Engagement with realistic fraud scenarios may help students connect forensic accounting theories with practical investigative procedures and develop stronger critical-thinking, analytical, problem-solving, and professional-judgement skills. Case-based learning may also expose students to different fraud schemes and investigative challenges, enabling them to evaluate alternative approaches to fraud detection and investigation. However, limited access to realistic forensic accounting datasets, inadequate forensic accounting software, insufficient lecturer expertise, restricted access to practical investigative resources, outdated case materials, and limited collaboration with forensic accounting professionals may constrain effective implementation. The study therefore expects practical, realistic, current, and professionally guided forensic accounting case-based learning to contribute significantly to improved fraud investigation skills among accounting education students in Nigerian universities. The study is expected to contribute to the literature on forensic accounting case-based learning, fraud investigation skills, forensic accounting education, accounting education, fraud detection, financial crime investigation, experiential learning, investigative accounting, educational technology, and higher education in Nigeria. The findings will provide useful information to the National Universities Commission, universities, faculties of education and management sciences, accounting education departments, accounting educators, professional accounting bodies, forensic accountants, audit firms, anti-corruption agencies, curriculum developers, employers, and policymakers regarding strategies for strengthening fraud investigation competencies among future accounting educators and professionals. The study will also provide evidence-based recommendations for integrating forensic accounting case-based learning into accounting education curricula, developing locally relevant fraud investigation cases, incorporating simulated investigations and transaction-tracing exercises into forensic accounting courses, improving access to forensic accounting software and datasets, strengthening lecturers' competencies in forensic investigation, promoting university-industry collaboration with forensic accounting professionals and relevant investigative institutions, and preparing accounting education students to respond effectively to financial fraud and other economic crimes in Nigeria.

Keywords: Forensic accounting case-based learning, fraud investigation skills, accounting education students, forensic accounting education, fraud detection, financial crime investigation, investigative accounting, experiential learning, case-based learning, Nigerian universities, Nigeria.