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Teaching approaches used in the implementation of the accounting curriculum in the FET phase in the uThungulu District

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dc.contributor.author Ntshangase, Thembela Comfort
dc.date.accessioned 2018-08-06T13:20:03Z
dc.date.available 2018-08-06T13:20:03Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/10530/1695
dc.description A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2017 en_US
dc.description.abstract 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 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. en_US
dc.publisher University of Zululand en_US
dc.subject accounting --approaches --curriculum --implementation --strategies en_US
dc.title Teaching approaches used in the implementation of the accounting curriculum in the FET phase in the uThungulu District en_US
dc.type Thesis en_US


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