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Effect of Problem-Solving Exercises on Students’ Ability to Apply Accounting Principles in Nigerian Universities

Abstract

Problem-solving exercises are an important instructional approach in accounting education because they provide students with opportunities to apply accounting concepts to practical and structured financial situations. Accounting requires learners to interpret transactions, identify relevant principles, analyze financial information, and arrive at appropriate accounting solutions. However, students who have limited exposure to problem-solving activities may experience difficulties in transferring theoretical accounting knowledge into practical applications. This study therefore examines the effect of problem-solving exercises on students’ ability to apply accounting principles in Nigerian universities. Problem-solving exercises involve activities that require students to analyze accounting problems, identify relevant information, select appropriate accounting procedures, perform necessary calculations, and arrive at logical solutions. Such exercises may include transaction analysis, preparation of accounting records, adjustment problems, financial statement interpretation, and other accounting-related tasks. Regular engagement in these activities can encourage students to think critically and apply accounting concepts rather than relying solely on memorization. The ability to apply accounting principles refers to students’ capacity to use established accounting rules and concepts when analyzing and recording financial transactions. This ability requires students to recognize the accounting elements involved in a transaction, determine the appropriate treatment, and apply relevant principles accurately. Problem-solving exercises can strengthen this ability by giving students repeated opportunities to practice the application of accounting principles in different situations. The study will adopt a survey research design. The population will comprise Accounting Education students in selected universities in Nigeria. A structured questionnaire will be used as the major instrument for data collection and will be subjected to appropriate validation procedures. The reliability of the instrument will also be established before administration. Data collected will be analyzed using descriptive and inferential statistics, while the hypothesis will be tested at the 0.05 level of significance. The study is expected to establish that problem-solving exercises have a significant positive effect on students’ ability to apply accounting principles. Students who are regularly exposed to structured accounting problems are expected to demonstrate improved ability to analyze transactions, select appropriate accounting treatments, and apply accounting principles accurately to different financial situations. The findings are expected to have important implications for the teaching and learning of accounting in universities. Accounting lecturers may need to incorporate more problem-solving activities into classroom instruction and assessment. Providing students with practical accounting problems of varying levels of complexity may encourage analytical thinking, improve their understanding of accounting concepts, and strengthen their ability to apply theoretical knowledge. The study will be beneficial to Accounting Education students, accounting lecturers, curriculum planners, and university administrators. Students may develop stronger analytical and application skills, while lecturers may gain useful information for improving instructional strategies. Curriculum planners may also use the findings to strengthen the problem-solving component of accounting education and encourage teaching approaches that promote practical application of accounting knowledge. The study recommends increased use of structured problem-solving exercises, practical accounting questions, transaction-based activities, case problems, and continuous assessment in accounting instruction. Lecturers should provide students with sufficient opportunities to analyze and solve different accounting problems rather than depending mainly on theoretical explanations. The study concludes that effective use of problem-solving exercises can enhance students’ ability to apply accounting principles and contribute to improved competence in financial accounting.

Keywords: Problem-Solving Exercises, Accounting Principles, Accounting Education, Accounting Students, Accounting Application, Analytical Skills, Critical Thinking, Financial Accounting, Transaction Analysis, Accounting Competence, Practical Accounting, Problem-Solving Skills, Accounting Knowledge, Accounting Instruction, Learning Achievement