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Effect of Business Transaction Recording Practice on the Practical Accounting Skills of Accounting Education Students

Abstract

Business transaction recording practice is an important aspect of Accounting Education because it provides students with opportunities to apply accounting principles to the systematic recording of business activities. Practical accounting skills refer to the ability of students to accurately perform accounting tasks, apply accounting procedures, prepare accounting records, and solve practical accounting problems. Accounting Education students require strong practical accounting skills to effectively transfer classroom knowledge into real-world accounting situations. However, inadequate practice in recording business transactions may limit students’ ability to perform basic accounting procedures accurately and confidently. This study therefore examines the effect of business transaction recording practice on the practical accounting skills of Accounting Education students. Business transaction recording practice involves repeated engagement in the identification, analysis, classification, and recording of business transactions using appropriate accounting procedures. It may include working with source documents, identifying accounts affected by transactions, determining debit and credit entries, recording transactions in journals and cash books, and posting entries to relevant ledger accounts. Regular practice enables students to become familiar with the accounting cycle and understand how individual transactions affect accounting records. Such practical activities can help students develop accuracy, speed, and confidence in performing transaction-recording procedures. Practical accounting skills refer to students’ ability to apply accounting knowledge when performing real or realistic accounting activities. These skills include analyzing business transactions, identifying appropriate accounts, applying debit and credit principles, preparing accounting records, posting ledger entries, balancing accounts, and detecting recording errors. Business transaction recording practice can strengthen these skills by providing students with repeated opportunities to apply accounting concepts in practical situations. Students who engage regularly in transaction-recording activities are expected to demonstrate greater proficiency in performing practical accounting tasks. 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 business transaction recording practice questionnaire and a practical accounting skills assessment designed to measure students’ exposure to transaction-recording activities and their ability to perform practical accounting tasks. The instruments will be subjected to appropriate validity and reliability procedures before administration. Data collected will be analyzed using descriptive statistics and an appropriate inferential statistical technique at a 0.05 level of significance to determine the effect of business transaction recording practice on students’ practical accounting skills. The study is expected to establish that business transaction recording practice has a significant positive effect on the practical accounting skills of Accounting Education students. Students with greater exposure to transaction-recording practice are expected to demonstrate improved ability to analyze business transactions, determine appropriate debit and credit entries, prepare journals, post ledger entries, and maintain accurate accounting records. The study may also identify specific transaction-recording activities where students require additional practice to improve their practical accounting skills. The expected findings will have important implications for the teaching and learning of Accounting Education. Accounting lecturers may need to increase the use of practical transaction-recording exercises in accounting courses. Students should be provided with regular opportunities to work with realistic business transactions and source documents rather than relying primarily on theoretical explanations. Practical assignments, accounting laboratory exercises, transaction simulations, and structured bookkeeping activities can help students develop stronger practical accounting abilities. The study will be beneficial to Accounting Education students, lecturers, tertiary institutions, curriculum developers, professional accounting bodies, and employers of accounting graduates. Students may develop greater proficiency and confidence in performing transaction-recording activities, while lecturers may gain useful insights into the importance of repeated practical accounting exercises. Tertiary institutions and curriculum developers may use the findings to strengthen practical bookkeeping components within Accounting Education programmes. Professional bodies and employers may also benefit from graduates who possess stronger practical accounting skills. The study recommends that Accounting Education programmes should provide students with regular and structured opportunities to practice recording different types of business transactions. Lecturers should incorporate source-document analysis, journal-entry exercises, ledger-posting activities, cash book practice, and realistic business transaction simulations into accounting instruction. Institutions should also provide adequate accounting laboratory resources to support practical learning. The study concludes that consistent practice in recording business transactions can significantly contribute to the development of practical accounting skills among Accounting Education students.

Keywords: Business Transaction Recording Practice, Practical Accounting Skills, Accounting Education, Accounting Students, Transaction Recording, Bookkeeping Skills, Journal Entries, Ledger Posting, Accounting Procedures, Source Documents, Accounting Practice, Practical Learning, Accounting Skills, Bookkeeping Practice, Accounting Competence