Relationship between Self-Esteem, Academic Procrastination and Test Anxiety with Academic Achievement of Post Graduate Diploma In Education (PGDE) Students in Delta State University, Abraka.

In order execute this study, three research questions were raised and three null hypotheses were tested at .05 level of significance. Correlational-descriptive research design was adopted for the study. The entire population of 43 PGDE students were studied without sampling. Rosenberg Self-Esteem Scale, Abu-Ghazal’s Academic ProcrastinationQuestionnaire and Suinn’sTest Anxiety Questionnaire with reliability coefficients of .92, .83 and .86 were used as instruments for the study.Achievement scores obtained in Educational Statistics and Introduction to Special Educationwith permission of the Head of the Department, Educational Foundations, Delta State University, Abraka,were collected and used to determine the academic achievement of PGDE students.Pearson Product Moment Correlation Coefficient were used for data analysis. Findings of the study revealed a positive and significant relationshipbetween self-esteem and academic achievement among PGDE students. The study discovered a negative and significant relationship between academic procrastination and academic achievement. Also, the study disclosed a negative and significant relationship between test anxiety and academic achievement. The study concluded that, PGDE students must design time management strategies in order to create a balance between their professional life and postgraduate studies in order to attain optimal academic performance. It was recommended among others that management of universitiesrunning post-graduate programmes should implement flexible assessment and evaluation techniques in measuring the academic success of PGDE students in order to reduce the negative effects of test anxiety and academic procrastination on their academic engagements

Forensic Accounting Education and Forensic Accountants’ Performance in Nigeria

The study sought to determine the relationship between the teaching of forensic accountants’ skills and forensic accountants’ performance in selected federal universities in South-East and South-South Nigeria. Correlational research design was adopted and purposive sampling technique was used in selecting participants for the study. Structured questionnaire was used for data collection. Data collected were analyzed using Pearson Product Moment Correlation Coefficient statistic with SPSS version 23.0. The study discovered that a positive, high and significant relationship exist between the teaching of litigation and expert witness skills and forensic accountants’ performance. The study concludes that the failure of accounting educators and professionals to develop a unified and robust forensic accounting education curriculum would affect the skill-set of entry level forensic accountants in the world of work. It was recommended among others that universities offering accountancy should develop a stand-alone forensic accounting course at the undergraduate level in order to expose students to forensic skills needed by forensic accountants in determining fraud and corrupt practices in the accounting world