POSTGRADUATE STUDENTS’ UNDERSTANDING OF FINANCIAL REGULATIONS IN NIGERIA
DOI:
https://doi.org/10.18623/rvd.v23.n4.4930Keywords:
Accounting Education, Financial Regulation, Regulatory Knowledge, Attitude, Compliance Readiness, NigeriaAbstract
This mixed-methods research investigated the awareness, knowledge, attitudes, and readiness for compliance of postgraduate accounting students concerning Nigerian financial regulations. An explanatory sequential research design was utilized. Quantitative data were gathered from 150 postgraduate students through a structured questionnaire, while qualitative data were collected via semi-structured interviews with 15 participants selected purposefully. The quantitative data were analyzed using means, standard deviations, and Pearson product-moment correlation, while the qualitative data underwent thematic analysis. The findings revealed high levels of regulatory awareness (cluster M ≈ 2.97, SD ≈ 0.77), knowledge/understanding (cluster M ≈ 2.89, SD ≈ 0.80), favorable attitudes towards financial regulation (cluster M ≈ 2.93, SD ≈ 0.72), and readiness for compliance (cluster M ≈ 3.01, SD ≈ 0.74). Pearson correlation analysis indicated a moderate positive and statistically significant relationship between attitude and knowledge (r = .347, p < .01). The 95% confidence interval for the correlation ranged from .198 to .481, suggesting a stable positive association. The qualitative findings highlighted the perceived relevance of financial regulations to professional practice, deficiencies in curriculum depth, dependence on informal regulatory exposure, and the necessity for structured, practice-oriented regulatory training. While students exhibited positive attitudes towards compliance, many recognized their limited practical engagement with statutory frameworks. The study concludes that enhancing curricular integration and experiential exposure to regulatory frameworks is crucial for improving regulatory competence among postgraduate accounting students in Nigeria.
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