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Impact of YouTube Accounting Tutorials on Students’ Achievement in Advanced Accounting Courses in Nigerian Universities

Abstract

YouTube has become an increasingly accessible digital learning platform through which students can obtain instructional materials beyond the traditional classroom. YouTube accounting tutorials provide explanations, worked examples, demonstrations, and step-by-step solutions to accounting problems, making them potentially useful for students studying advanced accounting courses. Advanced accounting courses often involve complex concepts and procedures that may require repeated explanation and practice for effective understanding. This study therefore examines the impact of YouTube accounting tutorials on students’ achievement in Advanced Accounting courses in Nigerian Universities. YouTube accounting tutorials provide students with opportunities to learn through recorded lectures, problem-solving demonstrations, visual explanations, worked examples, and revision materials. Students can replay difficult explanations, pause instructional videos, and review accounting procedures at their own pace. The availability of different tutorial formats may also expose students to alternative methods of solving advanced accounting problems and provide additional learning opportunities outside regular classroom hours. Students’ achievement in Advanced Accounting refers to the level of academic performance demonstrated by students in areas such as preparation and interpretation of complex accounting records, application of accounting principles, and solution of advanced accounting problems. Achievement is important because Advanced Accounting courses require students to apply accounting knowledge accurately and systematically. Exposure to clear and relevant YouTube accounting tutorials may improve students’ achievement by providing additional explanations, practical demonstrations, and opportunities for repeated practice. The study will adopt a survey research design. The population will comprise Accounting Education students offering Advanced Accounting courses in selected Nigerian Universities, from which an appropriate sample will be selected using a suitable sampling technique. Data will be collected through a structured questionnaire and an appropriate achievement assessment designed to obtain information on students’ exposure to YouTube accounting tutorials and their achievement in Advanced Accounting. The instruments will be subjected to appropriate validity and reliability procedures, while the data collected will be analyzed using descriptive statistics and relevant inferential statistical techniques to determine the impact of YouTube accounting tutorials on students’ achievement. The study is expected to establish that YouTube accounting tutorials have a significant positive impact on students’ achievement in Advanced Accounting courses. Students who make effective use of relevant and well-structured accounting tutorials are expected to demonstrate improved ability to understand complex accounting concepts, follow accounting procedures, and solve advanced accounting problems. The study may also establish that repeated access to tutorial videos enables students to review difficult topics and strengthen their academic performance. The findings are expected to have important implications for the teaching and learning of Advanced Accounting in Nigerian Universities. Accounting lecturers may need to incorporate appropriate YouTube tutorials as supplementary learning resources alongside conventional classroom instruction. Students may be encouraged to use tutorial videos for revision, reinforcement, and additional practice, while lecturers can guide them toward accurate and educationally appropriate accounting content. This approach may provide greater flexibility and support students with different learning needs. The study will be beneficial to Accounting Education students, accounting lecturers, university administrators, curriculum planners, educational technology practitioners, and other stakeholders. Students may gain access to additional explanations and practical demonstrations that can support their achievement in Advanced Accounting. Lecturers may gain insight into the potential of video-based learning to complement classroom teaching, while curriculum planners and university administrators may use the findings to promote appropriate digital resources within accounting programmes. The study recommends that Nigerian Universities should encourage the appropriate integration of YouTube accounting tutorials into Advanced Accounting instruction as supplementary learning resources. Accounting lecturers should identify or develop credible tutorials that accurately explain complex accounting concepts and provide students with opportunities to use such materials for guided revision and practice. Students should also critically evaluate online tutorials and compare the information presented with approved accounting principles and course materials. The study concludes that effective use of YouTube accounting tutorials can significantly enhance students’ achievement in Advanced Accounting courses and support more flexible and engaging accounting learning.

Keywords: YouTube Accounting Tutorials, Accounting Education, Accounting Students, Advanced Accounting, Students’ Achievement, Video-Based Learning, YouTube Learning, Digital Learning, Accounting Instruction, Accounting Tutorials, Academic Performance, Online Learning, Accounting Concepts, Educational Technology, Accounting Skills