Browsing by Author "Phakathi, Sabelo Petros"

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    The challenges of curriculum changes in teaching economic and management sciences in schools in the Umhlathuze circuit
    (University of Zululand, 2018) Phakathi, Sabelo Petros; Mabusela, M.S.
    This study sets out to investigate the teaching of Economic and Management Sciences (EMS) as a subject in the context of curriculum change. The main aim of this study is to identify the challenges teachers face in teaching EMS, determine the suitable teaching strategies to be used to teach EMS and explore the effect of curriculum change in teaching EMS in schools at Umhlathuze Circuit. This study is located within the interpretivist-positivist paradigm and falls within mixed method research approaches. The research instruments used were questionnaires administered to EMS teachers, interviews, learner activities and teacher portfolios. The results show that EMS teachers are facing challenges with regards to the integrated teaching of Accounting, Business Studies and Economics. The results of the study reveal that EMS teachers are still teaching more of Business Studies and Economics while sacrificing the Accounting content. The time allocated to teach EMS is not enough which causes teachers to focus on curriculum coverage rather than ensuring that learners master the content taught. The shortage of textbooks and calculators was also identified as a major challenge in many schools. Many EMS teachers are either trained for at least a combination of two disciplines in EMS. Even the Heads of department are not fully equipped in all three disciplines within the EMS. It is recommended that time allocation for EMS be reviewed. There is a need for sufficient resources in schools to ensure effective teaching and learning. EMS teachers should be able to teach all three disciplines within the EMS effectively. There is also a need for teacher training and development. Teachers should use a variety of teaching strategies and should adapt their teaching practice as a result of curriculum change. Accounting within the EMS should be a stand-alone subject.
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    Towards a pedagogical model of the teaching and assessment of accounting in secondary schools in the King Cetshwayo District
    (University of Zululand, 2022) Phakathi, Sabelo Petros
    The purpose of this study was to develop a pedagogical model for the teaching and assessment of Accounting in secondary schools in the King Cetshwayo District. The objectives of this study were to analyse teachers‘ experiences related to subject-content knowledge; to determine the influence of curricular changes on Accounting teachers‘ daily practice; to determine how teachers understand assessment procedures in Accounting, and to develop the pedagogical support model that can be provided to Accounting teachers to improve their teaching and assessment. The post positivist paradigm guided this study and a convergent parallel mixed methods study design was used to collect, analyse and interpret qualitative data gathered using semi-structured interviews and quantitative data obtained through the use of questionnaires. Social constructivists theory underpinned this study. The findings established that there is no guarantee that teaching experience assists the teacher to have sufficient content knowledge of the subject, and despite the qualified nature of teachers they still need adequate content knowledge of the discipline for teaching and assessment. Schools‘ lack of sufficient resources and the use of English as a Language of Learning and Teaching are barriers to effective teaching and assessment. The study revealed that many Accounting teachers lack Economic and Management Sciences (EMS) content, which directly affects the performance of learners in Accounting from Grade 10. The findings also revealed that teachers need support on certain topics in the Accounting curriculum. Furthermore, the findings revealed that teachers need to change their teaching and assessment strategies to align with the requirements of the curriculum as many teachers are still excessively reliant on the tests and examination as the only means of assessment. Recommendations include reskilling of teachers using the professional development activities that will support teachers to master and integrate subject content, teaching and assessment strategies. The use of technology in Accounting classrooms was also suggested, despite its challenges. Finally, a model for Accounting teachers: an adaptation of a content-based model, was developed aiming at improving their teaching and assessment strategies.