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Impact of Video-Based Accounting Instruction on Students’ Ability to Prepare Financial Statements in Nigeria

Abstract

The increasing use of video-based learning technologies in higher education has created new opportunities for improving accounting instruction and developing students' practical financial reporting competencies. Video-based accounting instruction can combine visual demonstrations, narrated explanations, worked examples, screen recordings, financial statement preparation procedures, and practical accounting scenarios to help students understand complex accounting processes. In financial accounting education, where students are required to record transactions, make accounting adjustments, prepare trial balances, and produce complete financial statements, video-based instruction may provide opportunities for students to observe procedures repeatedly and learn at their own pace. In Nigeria, where large class sizes, limited practical accounting facilities, and differences in students' learning needs may affect conventional classroom instruction, video-based accounting instruction may provide an additional approach to strengthening students' practical financial reporting skills. However, limited access to digital devices, unreliable internet connectivity, inadequate electricity, poor-quality instructional videos, and insufficient lecturer training may affect its effectiveness. Against this background, this study investigates the impact of video-based accounting instruction on students' ability to prepare financial statements in Nigeria. The study will be anchored on Multimedia Learning Theory, Experiential Learning Theory, and Constructivist Learning Theory. Multimedia Learning Theory explains how students can construct meaningful knowledge from appropriately integrated visual and verbal instructional materials, providing a suitable basis for using accounting videos to demonstrate financial reporting procedures. Experiential Learning Theory emphasizes learning through concrete experience, reflection, conceptualization, and active experimentation, supporting the use of worked accounting demonstrations and practical video exercises. Constructivist Learning Theory emphasizes active participation, problem-solving, prior knowledge, and knowledge construction through meaningful learning activities, providing a framework for examining how video-supported financial statement preparation may improve students' understanding and application of accounting procedures. Collectively, these theoretical perspectives provide a suitable framework for explaining how video-based accounting instruction may influence students' ability to prepare financial statements. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate accounting education students enrolled in selected public and private universities and other higher institutions offering accounting education programmes in Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, institutions, faculties or departments, levels of study, and eligible accounting education students. Video-based accounting instruction will be assessed using indicators such as frequency and duration of video exposure, quality and clarity of instructional videos, visual demonstrations, narrated explanations, screen-recorded accounting procedures, worked examples, step-by-step financial statement preparation, accounting adjustment demonstrations, error-correction examples, practical case studies, pause-and-replay opportunities, supplementary learning materials, interactive video activities, lecturer guidance, and student engagement with video content. Students' ability to prepare financial statements will be assessed using indicators such as recording of transactions, preparation of trial balances, adjustment of accounting entries, preparation of income statements, statements of financial position, cash flow statements where applicable, statements of changes in equity, classification of accounting items, recognition and measurement, treatment of adjustments, presentation and disclosure, identification and correction of reporting errors, and ability to prepare complete financial statements from accounting information. Data will be collected using structured questionnaires, standardized financial statement preparation tests, practical accounting exercises, video-based learning records where available, financial reporting case studies, 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 video-based accounting instruction, digital learning experiences, and levels of financial statement preparation ability. 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 video-based accounting instruction on students' ability to prepare financial statements. Where a quasi-experimental design is adopted, financial statement preparation scores before and after exposure to video-based instruction 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 video-based accounting instruction has a significant positive impact on students' ability to prepare financial statements in Nigeria. Students exposed to structured, curriculum-aligned, and lecturer-guided accounting videos are expected to demonstrate stronger abilities in preparing trial balances, making accounting adjustments, classifying accounting items, preparing financial statements, identifying reporting errors, and presenting financial information appropriately than students without comparable exposure. Step-by-step visual demonstrations may help students understand the sequence of financial reporting procedures and observe how individual transactions and adjustments affect financial statement components. The ability to pause, replay, and review difficult sections may also support individual learning and improve students' retention, accuracy, confidence, and practical accounting competence. However, poor-quality videos, limited access to smartphones or computers, high data costs, unreliable internet connectivity, electricity challenges, passive viewing, and inadequate lecturer interaction may reduce the effectiveness of video-based instruction. The study therefore expects accessible, well-designed, interactive, and academically supervised video-based accounting instruction to contribute significantly to improved financial statement preparation skills among accounting education students in Nigeria. The study is expected to contribute to the literature on video-based accounting instruction, financial statement preparation, accounting education, multimedia learning, digital accounting education, educational technology, financial reporting education, technology-supported learning, 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, educational technology providers, professional accounting bodies, curriculum developers, employers, and policymakers regarding strategies for improving technology-supported accounting instruction. The study will also provide evidence-based recommendations for integrating video-based instruction into financial accounting courses, developing curriculum-aligned financial reporting demonstration videos, strengthening lecturers' competencies in video-based instructional design, incorporating practical financial statement preparation exercises into video lessons, improving access to digital learning resources, promoting blended accounting instruction, and preparing accounting education students to apply financial reporting procedures accurately in academic and professional settings in Nigeria.

Keywords: Video-based accounting instruction, financial statement preparation, accounting education students, multimedia learning, financial reporting education, digital accounting education, educational technology, video-based learning, financial accounting, Nigerian universities, Nigeria.