IMPACT OF COVID-19 PANDEMIC ON TEACHING AND LEARNING OF ACCOUNTING EDUCATION IN COLLEGES OF EDUCATION IN SOUTH-EAST NIGERIA
This study investigated the impact of Covid-19 pandemic on teaching and learning of accounting education in colleges of education in South East States of Nigeria. Two research questions guided the study. The study adopted descriptive survey research design. The population of the study was 220 which consisted of 83 Accounting Education lecturers and 137 NCE final year Accounting Education students from the three Federal Colleges of Education in the study area. Purposive sampling techniques was used to select 83 Accounting Education lecturers and 137 students from the various colleges. A 21-item structured questionnaire validated by three experts, two in the field of Business Education (Accounting Department) and one expert in Measurement and Evaluation
from Federal College of Education (Technical), Umunze was used. The reliability of the instrument was tested using Cronbach alpha, which yielded a reliability coefficient of 0.87. A total of 220 copies of the questionnaire were distributed to the respondents, 197 were returned and used for data analysis. Data were analyzed using mean and standard deviation. Findings showed among others that Covid-19 led to National school lockdown which disrupted academic activities leading to abortion of ongoing practical and project works; reduction in the enrollment of students in schools and increased cases of dropout among students. The researchers concluded that the provision of ICT infrastructures to boast online teaching and learning; building the technical capacity of accounting education lecturers and students for online teaching and learning among others could be innovative measures adopted to enhance the teaching and learning of accounting
education during emergency and outbreak of pandemics. Based on the findings, it was recommended among others that the federal ministry of education and NCCE should assist in the provision of ICT infrastructure in Federal Colleges of Education to ensure that disrupted classrooms do not affect the teaching and learning process.