Psychological Drivers of Learning as Mediators in Inquiry- and Evidence-Based Pedagogies: Enhancing Student Engagement and Knowledge Retention in Cost Accounting

Abstract

The evolving demands of the modern workforce necessitate the identification of effective pedagogical strategies that enhance students' ability to acquire critical skills in cost accounting. This study investigated the efficacy of inquiry-based learning (IBL) and evidence-based learning (EBL) in fostering student engagement, knowledge retention, and critical skills acquisition in cost accounting. A total of 132 accounting students from two universities in South-East Nigeria participated in the study, which employed a 2 × 2 factorial research design to test the formulated hypotheses. Findings from Hierarchical Multiple Regression analysis revealed a positive relationship between students‘ perceptions of IBL and EBL and their knowledge retention in cost accounting. Furthermore, mediation analysis demonstrated that intrinsic motivation and self-efficacy significantly mediated the relationship between IBL/EBL practices and student engagement in collaborative group discussions. These findings underscore the transformative potential of IBL and EBL in advancing critical thinking, knowledge application, and long-term retention among accounting students. Therefore, this study advocates for the integration of IBL and EBL methodologies in cost accounting curricula, urging business educators, policymakers, and academic institutions to adopt these strategies to enhance teaching effectiveness and student learning outcomes in Nigerian universities.