A Model for Evaluating Teaching Effectiveness in Accounting Professional Programmes: A Study from Nigeria

It is common knowledge that students seek success in examination by attending tuition and training centres to meet teachers that prepare them for the examination. The objective of the tutor is to impart knowledge; the motive of the students is to acquire knowledge, in the easiest possible way. It could happen that a tutor is competent, passionate and willing to teach, while the students are also open, ready, and eager to learn but — in spite of these favourable, positive dispositions to studies by the parties— learning objectives may not be achieved. The study was therefore undertaken to develop a model for evaluating teaching effectiveness in accounting professional programmes using Nigeria as a basis for study. With the aid of questionnaire, we surveyed tutors and students of different accounting professional exams located in south west Nigeria (Lagos and Ogun State). 180 copies of the research instrument were administered; 122 copies—34 from tutors and 88 from students—were retrieved and processed for analyses. The Teaching Effectiveness Index (TEFI) Model had R Square of .850 and ANOVA p ≤ .000 ; the model featured five correlates— qualities of a competent tutor, personal teaching style adopted by a tutor, general teaching methods, use of information technology for teaching, and measures enhancing success in exams. DOI: 10.5901/jesr.2015.v5n1p28