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Effect of Consignment Accounting Exercises on Consignment Profit Determination Skills among Accounting Education Students in Nigeria

Abstract

Consignment accounting is an important area of financial accounting education that enables students to understand accounting procedures associated with goods sent by one party, known as the consignor, to another party, known as the consignee, for sale on behalf of the consignor. Accounting education students require practical skills to record consignment transactions, distinguish between consignor and consignee responsibilities, calculate commission, determine loading and abnormal losses, account for expenses, value unsold goods, and determine profit or loss on consignment transactions. However, conventional approaches to teaching consignment accounting may emphasize theoretical explanations and routine calculations without providing sufficient opportunities for students to apply accounting principles to realistic consignment situations. Consignment Accounting Exercises provide students with structured opportunities to analyse consignment transactions, prepare relevant accounts, determine consignment profit or loss, and apply appropriate accounting procedures. Against this background, this study investigates the effect of consignment accounting exercises on consignment profit determination skills among accounting education students in Nigeria. The study will be anchored on Experiential Learning Theory, Constructivist Learning Theory, and Mastery Learning Theory. Experiential Learning Theory emphasizes learning through concrete experience, reflective observation, abstract conceptualization, and active experimentation, providing a suitable framework for students' engagement with practical consignment accounting activities. Constructivist Learning Theory emphasizes active participation, problem-solving, prior knowledge, and the construction of knowledge through meaningful learning experiences. Mastery Learning Theory emphasizes repeated practice, formative assessment, corrective feedback, and opportunities for learners to achieve clearly defined competencies. Collectively, these theoretical perspectives provide a suitable framework for explaining how consignment accounting exercises may influence students' consignment profit determination skills. 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 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. Consignment accounting exercises will be assessed using indicators such as frequency of practical exercises, identification of consignor and consignee transactions, recording of goods sent on consignment, consignment expenses, consignee expenses, commission calculation, ordinary commission, del credere commission, treatment of advance payments, account sales, valuation of unsold goods, treatment of loading, abnormal loss, normal loss, stock reserve, preparation of consignment accounts, consignee accounts, journal entries, ledger accounts, case-based exercises, spreadsheet-based activities, accounting software, lecturer guidance, feedback, and opportunities for repeated practice. Students' consignment profit determination skills will be assessed using indicators such as accurate recording of consignment transactions, correct allocation of consignor and consignee expenses, calculation of commission, treatment of ordinary and del credere commission, preparation and interpretation of account sales, valuation of unsold stock, treatment of normal and abnormal losses, calculation of loading, preparation of consignment accounts, determination of consignment profit or loss, preparation of relevant ledger accounts, identification and correction of accounting errors, interpretation of consignment financial information, numerical accuracy, analytical reasoning, and ability to determine profit from unfamiliar consignment scenarios. Data will be collected using structured questionnaires, standardized consignment profit determination skills tests, practical consignment accounting tasks, transaction scenarios, account-sales exercises, case studies, spreadsheet exercises, competency-based assessment rubrics, observation checklists, and pre-test and post-test assessments where a quasi-experimental design is adopted. Descriptive statistics will be used to summarize students' demographic and academic characteristics, consignment accounting learning experiences, practical exercise exposure, and levels of consignment profit determination 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 effect of consignment accounting exercises on students' consignment profit determination skills. Where a quasi-experimental design is adopted, consignment profit determination skill scores before and after exposure to consignment accounting exercises may be compared with those of a comparison group receiving conventional accounting instruction 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 consignment accounting exercises have a significant positive effect on consignment profit determination skills among accounting education students in Nigeria. Students who regularly engage in structured consignment accounting exercises are expected to demonstrate stronger abilities to analyse consignment transactions, distinguish consignor and consignee responsibilities, calculate commission, account for expenses, value unsold goods, treat normal and abnormal losses, determine loading, prepare consignment accounts, and accurately determine consignment profit or loss than students exposed primarily to conventional lecture-based instruction. Practical exercises may help students understand the relationship between goods sent on consignment, expenses, commission, account sales, unsold inventory, losses, and consignment profitability. Exposure to progressively complex consignment scenarios may strengthen students' numerical accuracy, analytical reasoning, problem-solving abilities, and confidence in applying consignment accounting principles to unfamiliar situations. Case-based exercises involving del credere commission, advance payments, abnormal losses, stock valuation, and multiple consignments may further improve students' ability to apply accounting procedures to realistic business situations. Spreadsheet-based and computerized accounting activities may strengthen students' digital accounting competence and ability to organize and analyse consignment information efficiently. However, inadequate access to realistic consignment records, limited accounting technology, large class sizes, insufficient instructional time, limited lecturer training, and students' difficulty in understanding the relationship between consignor and consignee accounts may reduce the effectiveness of consignment accounting exercises. The study therefore expects structured, practical, progressively challenging, and technology-supported consignment accounting exercises to contribute significantly to improved consignment profit determination skills among accounting education students in Nigeria. The study is expected to contribute to the literature on consignment accounting exercises, consignment profit determination skills, accounting education, financial accounting education, practical accounting competence, experiential learning, constructivist learning, mastery learning, accounting pedagogy, consignment accounting, and higher education in Nigeria. The findings will provide useful information to the National Universities Commission, universities, accounting education departments, accounting educators, professional accounting bodies, accounting firms, employers, curriculum developers, and policymakers regarding strategies for strengthening practical financial accounting education. The study will also provide evidence-based recommendations for increasing practical consignment accounting activities, developing realistic Nigerian consignor and consignee cases, strengthening students' training in commission, account sales, stock valuation, and consignment profit determination, integrating spreadsheets and accounting software into consignment exercises, training accounting educators in practical consignment accounting instruction, using competency-based consignment accounting assessments, providing continuous corrective feedback, and creating opportunities for accounting education students to develop the practical consignment accounting skills required for effective accounting practice in Nigeria.

Keywords: Consignment accounting exercises, consignment profit determination skills, accounting education students, consignor, consignee, account sales, commission, consignment stock, practical accounting competence, financial accounting education, Nigerian universities, Nigeria.