Mediating Effect of Community-of-Inquiry Framework on the Relationship between Intrinsic Motivation, Ability Belief and Students’ Engagement in Financial Accounting in Universities in Enugu State

Abstract

The efficacy of educational frameworks in enhancing student outcomes in rigorous disciplines such as Financial Accounting is a pivotal area of research. Specifically, the Community of Inquiry (CoI) framework, known for its role in promoting deep engagement through structured social interactions, was investigated for its potential to mediate the relationship between intrinsic motivation, ability belief, and academic achievement. The correlational study draws from a sample of 264 vocational and education students from two universities in Enugu State, Nigeria. Data were collected using the validated Effect of Community of Inquiry Framework on Academic Achievement in Financial Accounting Questionnaire (ECIFAAFAQ). The reliability of the instrument was determined using Cronbach's Alpha coefficients of 0.87, 0.85, and 0.92, with an overall coefficient of 0.88. Pearson Product-Moment Correlation and Multiple Regression Analysis were utilized to analyze the data. The findings revealed that the CoI framework significantly mediated the effects of students' intrinsic motivation and ability belief on their academic performance in Financial Accounting and also fostered a more resilient and adaptive learning environment. The innovative mediation showed that embedding CoI strategies, such as structured peer interactions and inquiry-based learning activities, can lead to enhanced cognitive engagement, deeper understanding, and improved academic resilience among students. Based on findings, it was recommended that educators should incorporate CoI strategies into their teaching methodologies to foster an innovative and dynamic educational environment that optimizes student success and adaptability.