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- This study was influenced by the persistently poor performance of learners in accounting in the uThungulu district. The KwaZulu-Natal Department of Education has revealed that in 2012 the poor performance in most districts was caused by teachers’ poor knowledge of the content in the subject of accounting. The KwaZulu-Natal Department of Education has also revealed that the challenge of curriculum implementation is caused by the use of an unclear methodology. The main purpose of this study was to identify strategies that would improve the implementation of the accounting curriculum to provide effective approaches for quality education. This study briefly aimed at (a) determining the level of teachers’ command of the content knowledge in teaching Accounting; (b) establishing whether teachers are equipped with appropriate teaching approaches to teach Accounting; and (c) identifying challenges experienced by the accounting teachers’ in teaching the subject in the uThungulu district. This study provided new ideas to all role players in the implementation of the accounting curriculum on how they can use approaches in curriculum implementation to improve learners’ academic performance. It also provided insight into shortcomings that might be a challenge in implementing the accounting curriculum. Various items in the literature were reviewed to give depth to the study. The methods of the case study were used, and twelve teachers were interviewed and observed in the classroom from four circuits under one circuit management. The analysis of data from both structured interviews and observations was separately presented. Three themes, with subthemes, were formulated from both structured interviews and observations. The following are some of the recommendation that arose from this study: The Department of Basic Education must work in collaboration with the Department of Higher Education to sharpen teachers’ content knowledge; qualified trainers must be used to train teachers on teaching strategies; the Department of Basic Education must work with the Department of Higher Education and accounting professional bodies to develop a handbook on VI teaching strategies which may help in teaching accounting at high school; The matric Accounting paper must be divided into two; and the Department of Basic Education must review the curriculum content, hours for teaching EMS, and all other challenges on teaching and learning EMS.
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- 2023| Editura SitechThis study examined the impact of Information and Communication Technology (ICT), in teaching accounting subjects in secondary schools, using iLembe District in South Africa as a study area. The study highlighted that the application of ICT in accounting teaching and practices in schools and organisations all over the world has received wide acceptance, not only from business entities but also from accounting educators. Literature shows that accounting subject remains one of the critical subjects in business education, which is designed to equip learners with certain skills, knowledge, aptitude and values towards solving financial problems and towards satisfaction of real-life needs. The study interrogated the central question of what teachers’ factors influence the adoption and integration of ICT, in teaching accounting in secondary schools in the iLembe District. Findings from the literature display that Information and Communication Technology have long been heralded as a crucial element of both professional accountancy and accounting education. The study is qualitative in nature and data were collected through a semi-structured interview. Data were collected from ten accounting teachers through semi-structured telephonic interviews due to COVID-19 safety precautions. Responses to the interview guide were recorded and analysed through thematic analysis to determine the similarities and differences in terms of their responses. Conclusively, the study summarized and offer appropriate recommendations for the adoption and integration of ICT into the teaching of accounting in South Africa.
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- This study was triggered by the poor academic performance of accounting learners in rural secondary schools in South Africa. Through constructivist learning theory the study aimed at repositioning teaching approaches that may be used to implement Accounting curriculum effectively in South African rural secondary schools. Qualitative approaches were used in generating data from twelve (12) teachers through face-to-face interviews and observation in the classroom. All participants came from one circuit management. This study offered innovative ideas to all parties interested in the implementation of innovative teaching and learning approaches that can enhance learners’ academic performance in accounting. The study recommends that qualified experts be part of the capacity-building programmes that are used to equip teachers with knowledge and skills on Accounting teaching pedagogies; the collaboration of the Department of Basic Education (DBE) and the Department of Higher Education and Training (DHET) be strengthened, a handbook of teaching strategies be developed by professional bodies in Accounting to strengthen Accounting teaching strategies for rural secondary schools; and the review of the curriculum content and the teaching hours of Economics and Management Sciences require urgent attention.
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