African female students ‘experiences of introductory accounting modules at Unizulu
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Date
2016
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Publisher
University of Zululand
Abstract
Accounting is a male dominated profession historically. Females underperform and are thus dissuaded from taking up this profession. It is hence the need of the hour to understand the educational psychology of female accounting students in higher education. The current study is an attempt to understand this phenomenon and to explore this academic underperformance at UNIZULU. Both qualitative and quantitative methods were used to analyse the data. Primary data were collected from student surveys while secondary data were obtained from the Faculty of Commerce, Administration, and Law (FCAL). Both Likert scale and open-ended questionnaires were used to elicit responses of students. The underperformance of female students was tested with the other help of regression analysis using data supplied from FCAL. Of the various factors affecting underperformance of female students, the three stand-alone causes were: (1) poor command of English language, (2) poor command of Mathematics, and (3) lack of good female role models. In terms of experiences, most African female students felt that they were supported by the lecturers; lecturers were also motivators besides teachers; time management and discipline skills were needed to do well and pass the courses and the presence of female lectures provided impetus to work hard to African female students. On an average, female students underperformed by 1 to 6 percent, compared to male counterparts. The study suggests the following policy recommendations: 1.) A programme of mentorship or supplemental instruction (peer learning) is considered essential for improving subject-related and pervasive (communication and time management) skills of the students; 2.) Additional courses on English and Mathematics need to be added to improve these basic skills of the students; 3.) Enrolment of female students be increased in accounting as per the National Plan for Higher Education, South Africa (Ministry of Education, 2001); and, 4.) An increasing gender sensitive and empowerment role is to be played by the university.
Description
A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016
Keywords
students --curriculum changes