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Impact of Students’ Interest in Accounting on Their Commitment to Accounting Education in Nigerian Polytechnics

Abstract

Students’ interest in accounting refers to the level of attention, curiosity, enthusiasm, and willingness students demonstrate toward accounting as a field of study. Commitment to accounting education refers to the extent to which students remain dedicated to their accounting studies, participate actively in learning activities, complete academic tasks, and persist in pursuing accounting-related educational goals. Students’ interest is important because sustained enthusiasm for accounting may encourage greater involvement and dedication to learning. However, some accounting students may show limited interest in accounting courses, which can affect their willingness to engage consistently with accounting education. This study therefore aims to examine the impact of students’ interest in accounting on their commitment to accounting education in Nigerian polytechnics. Students’ interest in accounting can be expressed through their willingness to learn accounting concepts, curiosity about accounting practices, enjoyment of accounting activities, attention during accounting lessons, and desire to acquire additional accounting knowledge. Interest may develop through classroom experiences, exposure to practical accounting activities, relevance of accounting to career opportunities, and students’ personal engagement with the subject. Students who demonstrate strong interest may be more willing to participate in classroom discussions, complete accounting assignments, seek additional learning materials, and devote time to understanding difficult accounting concepts. These forms of engagement provide important indications of students’ interest in accounting as an academic discipline. Commitment to accounting education refers to students’ sustained dedication to their accounting studies and willingness to invest effort in achieving their educational objectives. It may be reflected in regular participation in accounting classes, consistent completion of assignments, persistence when faced with difficult accounting concepts, attendance at academic activities, and willingness to improve accounting knowledge and skills. Students’ interest in accounting may influence their commitment because students who find the subject meaningful and engaging may be more willing to devote time and effort to their studies. A strong interest in accounting may therefore encourage students to remain actively involved in accounting education and persist in their academic responsibilities. The study will adopt a quantitative research design, specifically a correlational research approach, to determine the impact of students’ interest in accounting on their commitment to accounting education. The population will comprise accounting students in selected Nigerian polytechnics. A suitable sample will be selected using an appropriate sampling technique. Data will be collected using structured questionnaires designed to measure students’ interest in accounting and their commitment to accounting education. The data obtained will be analyzed using descriptive and inferential statistical techniques, with an appropriate statistical test employed to determine the impact of students’ interest in accounting on their commitment to accounting education. The study is expected to establish that students’ interest in accounting has a positive impact on their commitment to accounting education. Students who demonstrate higher levels of interest in accounting are expected to show greater dedication to their studies, more consistent participation in learning activities, stronger persistence with difficult accounting tasks, and greater willingness to invest effort in acquiring accounting knowledge and skills. The study is also expected to indicate that maintaining students’ interest in accounting can contribute to stronger engagement and commitment to accounting education. The study will have important implications for teaching and learning in accounting education. Accounting lecturers may need to adopt teaching approaches that make accounting lessons more engaging, relevant, and connected to practical accounting situations. Practical examples, problem-solving activities, accounting simulations, discussions, and exposure to real-world accounting applications may help sustain students’ interest in the subject. Creating learning environments that encourage active participation may also help students develop stronger commitment to their accounting education. The findings will be beneficial to accounting students, accounting lecturers, heads of accounting departments, curriculum planners, student advisers, and polytechnic authorities. Students may benefit from learning experiences that encourage greater interest and sustained commitment to accounting education. Lecturers may gain useful information for identifying approaches that can maintain students’ engagement with accounting courses. Accounting departments and curriculum planners may use the findings to improve the relevance and delivery of accounting programmes, while polytechnic authorities may benefit from evidence supporting strategies for strengthening students’ academic engagement and persistence. The study recommends that accounting departments in Nigerian polytechnics adopt practical and engaging teaching approaches that can sustain students’ interest in accounting. Lecturers should relate accounting concepts to real-life business situations, career opportunities, and practical accounting tasks while encouraging active classroom participation. Students should also be encouraged to take an active role in their learning and explore accounting applications beyond routine classroom activities. The study concludes that students’ interest in accounting can contribute significantly to their commitment to accounting education and that efforts to sustain students’ interest may strengthen their dedication to accounting studies.

Keywords: Students’ Interest, Accounting Education, Accounting Students, Student Commitment, Academic Commitment, Interest in Accounting, Learning Engagement, Student Participation, Accounting Learning, Academic Persistence, Accounting Motivation, Learning Attitude, Student Dedication, Accounting Studies, Polytechnic Education