Browsing by Author "Siyaya, Mlindeni Celinhlalo"

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    Factors influencing learner performance in the economic and management sciences in the Ilembe district
    (University of Zululand, 2019) Siyaya, Mlindeni Celinhlalo; Ndlovu, B.B.; Gamede, B.T.
    This thesis explores “Factors Influencing Learner Performance in the Economic and Management Sciences in the iLembe District”. This study has used a mixed methodology, in Mandeni ward in KwaZulu-Natal. This district has four hundred and forty-two (442) schools. The district is divided into five (5) wards. One of those wards is Mandeni Ward, which has thirty-four (34) schools. The data analysing technique that was used is thematic analysis. The greatly publicised poor matric results in South Africa point to many systemic challenges in the education system. The system of education in South Africa requires teachers who are highly skilled to impart knowledge to learners. The historic curriculum paradigm shifts in the South African education system brought numerous changes. In the process of these curriculum changes, there is no evidence that suggests teachers’ involvement. For example, the introduction of Economic and Management Sciences (EMS) as a learning area brought about challenges to educators as EMS became a combination of three learning areas in one. The challenge of identifying a competent teacher in the three-layered EMS was exacerbated by the introduction of external examinations in grade seven, during the 2014 academic year. This research has attempted to investigate the factors that exist for teachers and heads of department with regards to EMS. In this study, a range of questioning statements that render relevant information about the factors that may influence performance in EMS have been employed. Through the use of interviews, qualitative data were collected from grade seven to nine teachers, as well as heads of department. Another set of data was generated using questionnaires given to the same participants. The final set of data was obtained using document analysis: where mark schedules for grade seven were analysed with the aim of investigating learner performance. This study found that EMS is being taught by unqualified EMS teachers due to the shortage of qualified EMS teachers (Modise, 2014). The absence of qualified teachers negatively impacts on the educational objectives of the EMS learning area. The study also discovered that the lack of exposure to commercial subjects in high school does dampen the confidence and the enthusiasm of the teacher and hamper their eagerness to stand in front of the learners to teach EMS. The insufficient time allocated for EMS and EMS workshops also negatively impacts on the objectives and outcomes for this subject. The lack of parental involvement in EMS related discussions also hampers the educational objectives of the EMS learning space. There are recommendations that suggest that there is a need to urgently revisit the manner in which EMS teachers are trained. The provision of EMS related resources has to be drastically improved if vi the stakeholders desire to witness identifiable and life-changing results. There is dire need to immediately review the EMS curriculum policy.
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    The impact of information and communication technology (ICT)in teaching accounting in secondary schools: a case of iLembe district
    (University of Zululand, 2023-03) Siyaya, Mlindeni Celinhlalo
    This study examined the impact of Information and Communication Technology (ICT), in teaching accounting subject 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 widely acceptance, not only to business entities but also to accounting educators. Literature shows that accounting subject remain one of the critical subjects in business education, that 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 factors influence teachers the adoption and integration of ICT, in teaching accounting in secondary schools in iLembe District. Findings from the literature displays that ITC has long been heralded as a crucial element of both professional accountancy and accounting education. This study, therefore, argued that the effective application of ICT in every sector, can only be assured through adequate coverage of needed areas, as it identified gaps that can be filled through the stakeholders/actors such as the teacher and managers of education. It was indicated that the effective adoption of ICT education in teaching accounting subject at the iLembe District can be realised by schools that accommodate the effective use of ICT. The iLembe secondary school facilities accommodates the use of ICT facilities with easy to use for accounting by teachers, who use it in their teaching to stimulate the interest of their learners. The study is qualitative in nature and data was collected through a semi-structured interview. Data were collected from ten accounting teachers through semi-structured interview, semi-structured face to face interview, observations and document analysis. Responses to the interview guide were recorded and analysed through thematic analysis to determine the similarities and differences in terms of their responses. This method assisted in collecting information which was fundamentally involved in engaging individuals in an informal discussion. The use of interview guide was focused on the phenomenon. Findings shows that there is critical need for professional development of teachers, on the use of ICT appropriately in schools with the provision of computers and laptops for every learner in rural schools, as their parents cannot afford them. Conclusively, the study summarized and offer appropriate recommendations for the adoption and integration of ICT into the teaching of accounting in South Africa.