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Effect of Partnership Admission Exercises on Partnership Admission Accounting Skills among Accounting Education Students in Nigeria

Abstract

Partnership admission accounting is an important area of partnership accounting education that enables students to understand the accounting procedures involved when a new partner is admitted into an existing partnership. Accounting education students require practical skills to determine the terms of admission, calculate the new partner's capital contribution, account for goodwill, revalue partnership assets and liabilities, adjust accumulated profits and reserves, determine the new profit- and loss-sharing ratio, and prepare appropriate accounting records following admission. However, conventional approaches to teaching partnership admission accounting may emphasize theoretical explanations and routine calculations without providing sufficient opportunities for students to apply accounting principles to realistic admission situations. Partnership Admission Exercises provide students with structured opportunities to analyse admission scenarios, calculate relevant adjustments, prepare partnership accounts, and determine the financial consequences of admitting a new partner. Against this background, this study investigates the effect of partnership admission exercises on partnership admission accounting 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 partnership admission 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 partnership admission exercises may influence students' partnership admission accounting 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. Partnership admission exercises will be assessed using indicators such as frequency of practical exercises, identification of admission circumstances, determination of the new partner's capital contribution, valuation of goodwill, goodwill adjustment, revaluation of assets and liabilities, treatment of accumulated profits and reserves, adjustment of existing partners' capital accounts, determination of the new profit- and loss-sharing ratio, calculation of sacrificing ratio, treatment of premium for goodwill, preparation of revaluation accounts, preparation of partners' capital and current accounts, treatment of cash and capital introduced by the new partner, case-based exercises, spreadsheet-based activities, accounting software, lecturer guidance, feedback, and opportunities for repeated practice. Students' partnership admission accounting skills will be assessed using indicators such as accurate determination of the new partner's entitlement and contribution, calculation and treatment of goodwill, preparation of revaluation accounts, adjustment of partnership assets and liabilities, calculation of sacrificing ratios, determination of new profit- and loss-sharing ratios, adjustment of existing partners' capital and current accounts, recording of new partner's capital contribution, preparation of relevant journal and ledger entries, interpretation of partnership admission information, identification and correction of accounting errors, numerical accuracy, analytical reasoning, and ability to solve unfamiliar partnership admission problems. Data will be collected using structured questionnaires, standardized partnership admission accounting skills tests, practical admission accounting tasks, partnership scenarios, 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, partnership admission learning experiences, practical exercise exposure, and levels of partnership admission accounting 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 partnership admission exercises on students' partnership admission accounting skills. Where a quasi-experimental design is adopted, partnership admission accounting skill scores before and after exposure to partnership admission exercises may be compared with those of a comparison group receiving conventional partnership 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 partnership admission exercises have a significant positive effect on partnership admission accounting skills among accounting education students in Nigeria. Students who regularly engage in structured partnership admission exercises are expected to demonstrate stronger abilities to determine new partners' capital contributions, calculate and adjust goodwill, revalue partnership assets and liabilities, determine sacrificing ratios and new profit-sharing ratios, adjust existing partners' capital accounts, and record the admission of new partners than students exposed primarily to conventional lecture-based instruction. Practical exercises may help students understand the relationship between goodwill, revaluation, sacrificing ratios, capital contributions, accumulated reserves, and changes in profit-sharing arrangements. Exposure to progressively complex admission scenarios may strengthen students' numerical accuracy, analytical reasoning, problem-solving abilities, and professional judgement. Case-based exercises involving premium for goodwill, hidden goodwill, changes in partnership ratios, revaluation of assets and liabilities, and adjustments to partners' capital may improve students' ability to apply partnership accounting principles to realistic situations. Spreadsheet-based and computerized accounting activities may further strengthen students' digital accounting competence and ability to organize and process partnership admission information efficiently. However, inadequate access to realistic partnership cases, limited accounting technology, large class sizes, insufficient instructional time, limited lecturer training, and students' difficulty in understanding sacrificing ratios and goodwill adjustments may reduce the effectiveness of partnership admission exercises. The study therefore expects structured, practical, progressively challenging, and technology-supported partnership admission exercises to contribute significantly to improved partnership admission accounting skills among accounting education students in Nigeria. The study is expected to contribute to the literature on partnership admission exercises, partnership admission accounting skills, accounting education, partnership accounting education, financial accounting education, practical accounting competence, experiential learning, constructivist learning, mastery learning, accounting pedagogy, 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 partnership accounting education. The study will also provide evidence-based recommendations for increasing practical partnership admission activities, developing realistic Nigerian partnership admission cases, strengthening students' training in goodwill, revaluation, sacrificing ratios, and capital adjustments, integrating spreadsheets and accounting software into partnership admission exercises, training accounting educators in practical partnership accounting instruction, using competency-based admission accounting assessments, providing continuous corrective feedback, and creating opportunities for accounting education students to develop the practical partnership admission accounting skills required for effective accounting practice in Nigeria.

Keywords: Partnership admission exercises, partnership admission accounting skills, accounting education students, partnership accounting, goodwill adjustment, revaluation account, sacrificing ratio, profit-sharing ratio, capital contribution, practical accounting competence, Nigerian universities, Nigeria.