ACHIEVEMENT MOTIVATION AND ACADEMIC ENGAGEMENT AS DETERMINANT OF STUDENT ACADEMIC PERFORMANCE IN FINANCIAL ACCOUNTING AMONG IJEBU NORTH LOCAL GOVERNMENT AREA STUDENTSÂ (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
          The new National Policy on Education (2013) is designed to be functional, practical and qualitative. This is expected to reduce the mere paper work system associated with the former system of education and which led to the mass unemployment. This new policy on education emphasizes vocational and was formulated by many Nigerians to direct the nation towards technological and economic development and cultural renewal. The subject areas recommended for study and compulsory for every child in the post primary school system include science, vocational and social studies. Under the vocational area is accounting subject. Accounting is an indispensable field of study in education. It is a subject that is very essential for business. It helps both profit and non-profit making organizations. This is because it helps these organizations to make policies which helps for expansion.
It also accesses the efficiency of management to make decisions relating to further investment. It is an information and measurement system that identifies, records and communicates relevant, reliable and comparable financial data about an organization’s business activities (Wild, 2003). It helps us make better decision, including assessing opportunities, products, investments and social and community responsibilities, Accounting activities embraces all the line functions performed in accounting process and which include general financial accounting, accounting systems and design, cost accounting, budgeting, taxation, auditing and data processing.
The poor performance of students in accounting now has raised concern and efforts have been made to find out the reasons behind it. For poor performance of students in schools, many factors such as lack of motivation, lack of facilities in school, poor academic engagement, lack of teachers, indiscipline unfavourable home environment, low intelligence, anxiety and students’ need to achieve have been found as being the causes (Cantu, 1975; Maundu, 1980; and Ndirangu, 2007). However, Active engagement in school is critical to student educational success (Finn & Rock, 1997; Wang & Holcombe, 2010). Youth must be actively engaged with their school education in order to acquire the knowledge and skills required for a successful transition into Post secondary programs and careers (Wang & Eccles, 2012, 2012). School engagement is also a malleable state that can be shaped by school context, therefore holding tremendous potential as a locus for interventions (Appleton, Christenson, Kim, & Reschly, 2006; Jimmerson, Campos, & Grief, 2003).
