Towards a pedagogical model of the teaching and assessment of accounting in secondary schools in the King Cetshwayo District
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Date
2022
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University of Zululand
Abstract
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.
Description
A thesis submitted in fulfilment of the academic requirements for the degree of Doctor of Philosophy in the Curriculum and Instructional Studies in the Faculty of Education, University of Zululand, 2022.