Dissertations / Theses on the topic 'Accounting Study and teaching (Secondary) Victoria'
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1
Rowlands, Jeffrey. "The effects of high school accounting study on first year students' performance in financial accounting at selected South African universities." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001605.
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This thesis examines the opinions of a sample of accounting students and a sample of accounting lecturers regarding the effect of prior study of accounting on performance in the first year university financial accounting course. A comparison is also made of actual performance in the first year course of two groups of students, those who have studied accounting at secondary school and those who have not. For the comparison of actual performance data were collected over a three year period (1985-1987). Two separate research designs were used to test for differences in performance. Both research designs indicated that students with secondary school accounting scored higher on early tests and examinations but that the two groups of students scored equally on the final examination. The survey of students' opinions included students from two universities. The major findings showed that students, regardless of whether or not they had studied accounting at secondary level, believed those who had to be advantaged in the first year financial accounting course. The majority of respondents indicated that high school accounting was, in their opinion, a desirable preparation for the university course. The survey of lecturers' opinions included lecturers from 15 South African universities. The findings of primary concern showed that lecturers believed students with prior exposure to accounting to be at an advantage in the first year financial accounting course.
2
Wong, Mei-yuk Eska, and 黃美玉. "The study of principles of accounts in secondary school: vocational or liberal?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957535.
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Schreuder, Glynis Rholeen. "The role of economic and management sciences (EMS) in preparing learners for accounting in grade 10." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1864.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009.The thesis explores the role that the learning area, EMS, plays in preparing learners for Accounting in grade 10. EMS in grade 9 includes accounting related assessment standards upon which the grade 10 Accounting curriculum builds. The grade 10 Accounting curriculum is based on the assumption that learners have mastered the related content in grade 9. The effective implementation of EMS in grade 9 is therefore important for the teaching and learning of Accounting in grade 10. The main objective of the study was to determine to what extent the accounting related assessment standards were taught and to engage with the key factors that impact on the effective delivery of the accounting focus in EMS. A sample of five schools within a specific geographical area in the Western Cape was identified. The study used multiple data collection methods in order to increase the validity of the results, namely, a learner assessment, interviews and document analysis. The planning and assessment documents of EMS teachers as well as the assessment tasks of the EMS learners were analysed to ascertain how teachers planned to teach and assess the learning area, particularly the accounting focus within EMS. The conclusions were drawn against the policy-practice theoretical framework. The study revealed a gap between EMS policy and EMS practice. There was very limited exposure to the accounting related assessment standards in EMS. This could be attributed to a number of factors including teacher qualifications and training, lack of support, policy shortcomings, absent guidelines, etc. There was a disjuncture between what teachers believed and what they were translating into practice. Even though all the teachers enjoyed teaching Accounting and most of them believed in the importance of this discipline in preparing learners for the Further Education and Training Band and their personal lives, they were not teaching it effectively. Recommendations have been made in terms of the learning area policy, professional development and support for teachers and learners. Even though the study was limited to five schools in a particular geographical area, its findings may be applicable to many South African schools where EMS teachers face the same policy, teacher and learner challenges or shortcomings.
4
Johnson, Marilyn Merriweather. "An authentic assessment for students in accounting career pathways." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1219.
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Schreuder, Glynis Rholeen. "Teacher professional development : the case of quality teaching in accounting at selected Western Cape secondary schools." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1990.
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Thesis submitted in fulfilment of the requirements for the degree
Doctor of Education
in the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014In South Africa the education system has undergone three major phases of change since the inception of democracy in 1994. Such a degree of change requires teachers to adapt and keep pace with each phase. Professional development provides the support teachers need to learn, and be part of, pedagogical transition. The way teachers were trained during their initial training does not match what is required from them a number of years later. Accounting is a subject that has received on-going criticism because of the poor performance of learners and declining numbers of those opting to do the subject. Professional development is crucial in ensuring quality teaching. Research proves that quality teachers ensure quality teaching and improved learner performance. Goldhaber (2002:2) suggests that providing learners with good teachers is crucial. The main purpose of this research was to examine the teaching of Accounting in schools in the Western Cape within the concept of quality. The aim is to understand what professional development programmes Accounting teachers are engaging with and what the effect is of such initiatives. Phenomenology is used as the theoretical strategy for this research. The main epistemological assumption is that a way of knowing reality is through exploring the experiences of others regarding the phenomena being investigated: namely quality teaching in Accounting and professional development of teachers of Accounting. Experiences and voices of respondents were the medium through which I explored the teaching of Accounting and the extent to which, and ways in which, professional development activities they engage in affect their teaching as well as, ultimately, the performance of learners. A mixed methods approach, framed within an interpretive paradigm, was used in this study. Both qualitative and quantitative data were collected and analysed. Multi-stage sampling was used to identify the districts, the schools and teachers for the questionnaires. All subject advisers from the districts sampled were interviewed. The teachers for the interviews were purposively sampled. Semi-structured interviews were conducted with teachers and subject advisers in the Western Cape in order to elicit their views on the phenomena being studied. Teachers completed questionnaires that included both quantitative and qualitative data. The questionnaires were designed to facilitate teacher reflection on their beliefs about what constitutes quality teaching in Accounting, as well as their current practices, and to provide information on the professional development activities they were engaged in. Data revealed that there are many teachers who are successfully providing quality teaching. There are, however, many schools where learners are not receiving quality teaching and there is thus a need to reform teaching practice. The findings indicate that professional development has a large role to play in updating and upgrading teachers’ skills and subject knowledge. The need for updating the content knowledge of teachers and for transforming their pedagogical practice are areas that should be dealt with urgently to correct declining trends in the performance of learners offering Accounting at school level. This thesis concludes with recommendations for improving the quality of teaching in Accounting that aim to enhance learner performance in the subject. Recommendations are made for professional development opportunities that transform and improve teaching practice with the final aim of leading to improved learner performance. Recommendations for further research in the field of Accounting at school level are included.
6
Lee, Sze-hung, and 李思紅. "Secondary school students' understanding of ethical guidelines in accounting." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227409.
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7
Kavari, Jackson-Hain Jakavaza Katjiuanjo. "Examining the knowledge and practices of selected Namibian accounting teachers about learner-centred methods of teaching." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1009428.
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Learner-centred education has been in force in all schools in the Republic of Namibia since 1996. Progress towards adoption of learner-centred methods of teaching by teachers has been slow. The main purpose of this study is to examine how teachers understand the principles of learner-centred education in selected Secondary Schools in Omaheke Education Region. The secondary purpose of this study is to determine how teachers could be helped to improve the implementation of learner-centred education (LCE). The study used a qualitative approach. Data were collected from a purposively selected sample of Grade 10 accounting teachers in a specific region in Namibia by means of interviews, classroom observations and a qualitative questionnaire. Data were analysed thematically. The results indicated that, although the teachers had a positive attitude towards learner-centred education, they did not have the skills to adapt their teaching in an appropriate way to cope with the learner‟s lack of English literacy. The teachers possessed basic knowledge of learner-centred education practices, but found it very difficult to implement them in resource-poor environments. In addition, factors that hindered the effective implementation of learner-centred education in the classroom were identified. The study suggests ways to improve the knowledge and practices of teachers with regard to learner-centred teaching practices.
8
Evers-Lush, Mary Jean. "An analysis of accounting tests used in the 1989 Virginia FBLA regional competitions." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44633.
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This study had four purposes. They were to determine whether accounting tests used during the 1989 Virginia FBLA regional accounting competitive events were reliable, valid, comprised of test items at appropriate difficulty levels, and to ascertain if the curricular drift was present.
Secondaryâ level high school business students, all of whom were members of Virginia FBLA, participated in this study. Nine of the 11 Virginia FBLA regions were represented in this study. Test scores for 152 students were obtained for Accounting I and 81 students for Accounting II.
The researcher examined the tests for reliability by applying Kuder-Richardson Formula 20 (KR-20). Both the Accounting I and Accounting II tests were found to have low reliability estimates, .81 and .78 respectively.
Master of Science
9
Venter, Antoinette. "Cognitive preparation of NCS (grades 10-12) accounting learners for studies at a University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2367.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.This study focuses on the cognitive preparation of National Curriculum Statement (NCS) (Grades 10 – 12) Accounting learners for studies at a University of Technology (UoT). The purpose was to determine to what extent NCS cognitively prepares Accounting learners for studies at a UoT, and whether there is a difference in the extent to which NCS (pre-2014) and CAPS (2014) cognitively prepare learners for the first-year National Higher Certificate in Accounting and Financial Information Systems at a selected University of Technology (UoT). This study is contextually situated within the curriculum theories developed by Basil Bernstein‘s ‘code theory’ in the sociology of education. The theoretical framework for this thesis draws on the work of David Conley’s redefining college readiness, in which he argues that Higher Education (HE) readiness is a multi-faceted concept comprising numerous variables. Cognitive preparation for HE Accounting studies is reviewed in terms of the educational objectives of the cognitive domain of Benjamin Bloom. A mixed method approach for the research design was employed. The quantitative approach entailed completion and analysis of questionnaires by first-year Accounting students at a selected UoT to ascertain learners’ levels of Accounting competence as envisioned by the NCS (Grades 10 – 12). Marks for the Grade 12 National Senior Certificate (NSC) examination in Accounting were obtained so that these examination marks could be compared with students’ levels of Accounting competence and marks at the end of the first term (March). The qualitative approach entailed document analyses of the Accounting FET (Grades 10 – 12) curriculum, the curriculum of the National Higher Certificate, the NSC Accounting examination of 2014, and the National Higher Certificate in Accounting March 2015 assessment, as well as interviews with the Accounting 1 lecturers at a selected UoT. Data revealed that the NCS (Grades 10 – 12) Accounting curriculum (formal or intended curriculum) adequately prepares learners cognitively for studies at a UoT. There is little evidence that CAPS prepares learners better for tertiary studies than students not trained according to CAPS. There is a statistically significant relationship between the mark obtained in the NSC, the mark in the questionnaire and the formal assessment in March. There are, however, various other factors that contribute to academic success or failure and drop-out in HE. Findings from this study suggest that the Department of Basic Education (DBE) and universities could work more closely together in various subject groups to ensure these challenges are met and that universities provide feedback to the DBE on whether the changes implemented are making a difference to the quality of first-year students who enter university.
10
譚翠玲 and Chui-ling Tam. "Students' attitudes towards learning accounting by the use of discussion forum: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256466.
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Leung, Wing-shan, and 梁詠珊. "Understanding of the business world by advanced level students throughthe use of project-based learning in accounting: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30223118.
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12
Hall, Trevor William. "Secondary school accounting and accounting at university : with particular reference to an evaluation of the relevance of secondary school accounting in Natal to the first year accounting course at the University of Natal, Durban." Thesis, 1992. http://hdl.handle.net/10413/6274.
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This dissertation examines the teaching of Accounting in
secondary schools under the auspices of the Natal
Education Department (NED) and the influence that
exposure to Accounting at high school then has on the
performance of students in the first year Accounting
course at the University of Natal (Durban).
Teaching and examining methods in Accounting in Natal
high schools have undergone notable revision since the
introduction of the current Standard 10 syllabus in 1987.
The nature of the revised methodology is assessed through
surveys of the opinions of those individuals with a
direct involvement in high school Accounting i.e. school
pupils, prospective university students, the NED Subject
Committee, school Accounting teachers, university
lecturers and accountants in public practice.
The major findings were that a significant majority of
university students believed that previous exposure to
the subject at high school level was a distinct advantage
in Accounting I, while a significant majority of students
who had not undertaken the subject up to matric level
believed, in retrospect, that they should have done so.
A number of universities are aware of the advantage
enjoyed by students with previous exposure to the subject
and have constructed their first year Accounting courses
accordingly. The University of Natal, however, continues
to treat its Accounting I group as a homogeneous unit,
the implications of which are covered in the study.
Data was collected over a three year period (1988 to
1990) in order to compare the performance of the two
groups of students in Accounting I i.e. those with matric
Accounting and those without. The statistical analysis
revealed that students without matric Accounting have:
* significantly higher drop-out rates (and drop-outs
from this group were of relatively high academic
ability)
* significantly lower pass rates
* significantly lower Accounting I marks, despite the
fact that there is no apparent difference in the
academic ability of the two groups of students.
Whilst the study has focused on the relevance of high
school Accounting towards further study at university,
the point is made that the high school Accounting course
needs to cater also for a majority of pupils who will
choose alternative career options.Thesis (M.Com.)-University of Natal, Durban, 1992.
13
Kwarteng, Joseph Tufuor. "Quality in senior high school accounting education in Ghana." Thesis, 2013. http://hdl.handle.net/10500/13924.
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The issue of quality in the educational enterprise is of paramount interest to all stakeholders in education. Stakeholders in accounting education expend money, effort, time and other scarce resources that have alternative uses. However, once they have chosen accounting education over other competitive choices, there is need for them to get the satisfaction desired. This is the essence of assessing the quality in senior high school accounting education in Ghana to enable the stakeholders evaluate the investments they have made to guide future decisions and actions. The study was a descriptive survey that drew from both quantitative and qualitative methods of research. This involved the use of questionnaire, observation, vignette and documentary analysis. Only 159 accounting teachers and 2242 accounting students in public senior high schools offering accounting education in Ghana were involved in the study. These participants were drawn from Brong Ahafo, Northern, and Western Regions which were randomly selected from each of the three zones as in Southern (Central, Greater Accra, Volta and Western Regions), Middle (Ashanti, Brong Ahafo and Eastern Regions) and Northern (Northern, Upper East and Upper West Regions). Descriptive and inferential statistics, content analysis, narratives and themes were used to analyse the resulting data.
The study found among other things that the quality in senior high school accounting education was poor. It was accordingly recommended that accounting teachers inspire enthusiasm in the delivery of cost accounting lessons. On their part, accounting students should disabuse their minds and erase the erroneous mentality that cost accounting is not interesting. School authorities should acknowledge and make provisions for continuous professional development to capacitate accounting teachers to holistically implement the entire curriculum to avoid the selective implementation. They should as well strengthen instructional monitoring and supervisions should be encouraged and strengthened. Other research should focus attention on extensive studies on the teaching and learning resources for accounting lessons delivery.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
14
Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.
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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.
15
Tonetti, Roberto Idolino. "The subject policy as a management instrument for the accounting teacher." Thesis, 2014. http://hdl.handle.net/10210/11667.
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Venter, Anna Johanna. "'n Kurrikulum vir skoolrekeningkunde wat aan die eise van die tyd voldoen." Thesis, 2014. http://hdl.handle.net/10210/10530.
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M.Com. (Financial Analysis and Management)This study was undertaken to investigate the usefulness and relevance of the subject curriculum of school Accounting. In this study the right of existence of Accounting as a school subject was tested and the subject curriculum was evaluated to determine whether the subject meets the demands of the times. The method of investigation applied was one of literature study supplemented by a questionnaire to universities and technicons as well as unstructured interviews with pupils and parents. From the investigation it became evident that all pupils can benefit from Accounting education in their careers but also in their personal lives. Accounting is taught at school for its educative as well as its career value. The majority of pupils choose Accounting for its personal value. Education in South Africa is on the eve of drastic changes. Equal education for all pupils in South Africa, that is both relevant and affordable is the cry of the time. Free education up to standard 10 is no longer possible, which places some constraints on the curriculum. and the economic situation in South This calls for a change in the aims Pupils should be taught basic experience as of immediate use. Unemployment is still rising Africa needs entrepreneurs. of Accounting education. Accounting which they wi 11 It became evident that the contents of Accounting core syllabi need little alteration but the method of teaching should alter. (Economic circumstances must be taken into account, if the curriculum is to be of practical value.) A new curriculum is suggested which is divided in modules.After pupils have passed a specific number of modules they could start on the next year's work. This system allows pupils to work at the level of their own intellectual capacity and thus it saves teaching costs. Economic consequences must always be kept in mind, which demands continuous evaluation and adjustments. Costs may however never be the only criteria for selecting curriculum contents.
17
Ngwenya, Jabulisile Cynthia. "Formative assessment in accounting : exploring teachers' understanding and practices." Thesis, 2012. http://hdl.handle.net/10413/9475.
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This study notes the relationship between changing conceptions and focus of Accounting as a
discipline and its influence on the changed South African school education curriculum. The
study probes whether these above conceptual and curricular changes influence teachers’
understandings of their daily practices as Accounting teachers or not, especially with regard to
formative assessment and the selected pedagogy of their classrooms. In particular, the study was
interested in exploring the practices of rural teachers, a relatively under-explored area of South
African educational research.
The study utilised a case study design focusing on one rural school in Umgungundlovu District
in KwaZulu-Natal. This qualitative, interpretive inquiry was characterised by multiple data
collection methods. Three Accounting teachers who were teaching Accounting in the further
education and training band were purposively selected at the school, based on their experience
and expertise in Accounting. Data were collected from interviews, lesson observations and
document analysis to respond to the key research questions of the study. Field-notes were used to
elaborate further on the data produced from interviews and lesson observations. The critical
research questions explore teachers’ understandings of formative assessment and their use of it in
their classroom, attempting to explain why they understand and apply formative assessment in
the way that they do with respect to Accounting teaching in their specific contexts.
The study revealed that teachers ostensibly seemed to know about the changes in the official
curriculum expectations of the new educational policy. However, these shifts in understanding
were relatively superficial and procedural; hence the teachers were not able to translate them into
any deep cognitive level in their teaching practice. Their changes in practices were also marginal
and limited with respect to the nature of the reconceptualisation of Accounting as a discipline.
This was reflected in simple operational level of implementation of the specified curriculum
requirements. Their practices placed their learners and their backgrounds as central to their
selected teaching choices, instead of the nature of their rural schooling context.
Findings of this study revealed that the over-specification of the formal curriculum, teachers’
under-developed understandings of the discipline and the new curriculum and their
interpretation of contextual pedagogical responsiveness appear to be possible impediments to
teachers’ practices. In an attempt to cope with these challenges teachers devised their strategies
to sustain their practices. What emerged from the study is a kind of ‘communal pedagogy’
which teachers developed through their practices in a rural context. Although these practices are
not regarded as of a qualitatively sophisticated progressive kind of pedagogy, teachers see
contextually appropriate value in them.
The study emphasises the need to look beyond the overt practices of rural school teachers, and
instead to focus on what informs these practices. While the study is not celebratory of the
communal pedagogy, it does attempt to shift the thinking about these practices by focusing on
understanding what they are trying to respond to. The study therefore highlights the need to
understand teachers’ own explanations of their practices, rather than condemning them.
The study suggests that the teaching practices within rurality should not be judged and
pathologised because of their specificities of responsiveness to highly contextualised and more
likely appropriate factors.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2012.
18
Ankomah, Akua Tiwaa. "Teachers' pedagogical communicative practices and Accounting students’ academic achievements in senior high schools in Ghana." Thesis, 2021. http://hdl.handle.net/10500/27178.
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The study examined Accounting teachers’ pedagogical communicative practices and the academic achievement Accounting students, focusing on the extent of its occurrence. Teachers’ pedagogical communicative practices are the language behaviours and discourse strategies employed by teachers in their instructional delivery. The study employed an embedded concurrent mixed methods design. A questionnaire, Accounting achievement test for students, interview and observation guides were used to collect data from 481 respondents (made up of two heads of schools, 54 teachers, and 425 students) selected from 34 senior high schools in the Ahafo, Bono and Bono East Regions of Ghana. The quantitative data were analysed into descriptive and inferential statistics by using the SPSS software while the qualitative data were analysed thematically in accordance with the research questions. The findings from the study revealed that the Accounting teachers use appropriate pedagogical communicative practices (which include speaking loudly and boldly enough and making close eye contacts with students during class contributions) to help students to assimilate concepts better in Accounting, and to promote a stimulating learning environment. The study also revealed that teachers considered their students’ maturity level, needs, motivation and readiness to learn in deciding which methodology to use for a lesson. The study further revealed that there is no significant influence of pedagogical communicative practices on student academic achievement. Pedagogical communicative practices need to form part of the training of teachers for the senior high schools in order to prepare the teachers adequately for their assignments. Finally, the conceptual framework proposed is characterised by a synthesis of pedagogy and instructional communication, and the influence that such a combination has on the academic achievement of Senior High School Accounting students. To date, there is paucity of information in the extant literature regarding this practice in Africa, specifically, Ghana and hence the need for the current research to fill the gap.Curriculum and Instructional Studies
D. Phil. (Curriculum and Instructional Studies)
19
Fisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.
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The mathematics education experiences of Aboriginal high school students has
received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories.
Performance mastery experiences were found to dominate the formation of students’
sense of competence. Experiences were centrally impacted by students’ affective
domain. The importance of relationality and an inter-connection between all four sources
of self-efficacy are also noted. Implications for future research and practice are provided.
20
Mazvaramhaka, Michael Pasipanodya. "The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12)." Diss., 2018. http://hdl.handle.net/10500/26495.
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The goal of this research study was to understand the use of learner-centred
approaches in teaching Accounting to enhance performance of learners at high
schools (Grades 10-12). The teaching of Accounting in high schools is facing
challenges. The Department of Education, through many curriculum implementations
and revisions, have introduced a new approach to teaching as outlined in the
National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement
(CAPS). This policy, as with previous ones, emphasises a change in teaching
pedagogy emphasising learner-centred approaches in contrast to the traditional
teacher-centred approaches which favour rote learning. The Department aims at
developing knowledge but links that with acquiring and developing the skills of
thinking critically and creatively, working as an individual or a member of a team,
organising and managing oneself responsibly and effectively, collecting, analysing,
organising and critically evaluating information, communicating effectively, using
science and technology effective (DBE, 2011:5) in order to be able to adapt to the
requirements of the commercial industries. It was found out that learner-centred
approaches can enhance the performance of learners in Accounting in high schools.
The researcher used a qualitative approach together with an interpretive perspective
to examine the themes. Four high schools, four Accounting teachers and four Heads
of Departments were selected from the Ximhungwe circuit in Bohlabela District in
Bushbuckridge. Data was collected through observations and interviews. Data were
analysed and findings presented. The findings reveal how the Economic and
Management Sciences curriculum has a negative effect on Accounting in the higher
grades of 10-12, by not developing a solid foundation for the subject. It also revealed
that school, parent and learner-based challenges also contribute to a poor
perception of Accounting and high failure rates. The research study revealed that
learner-centred approaches can improve teaching and learning of Accounting.
Recommendations were made in that respect.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
21
Groenewald, Sonja. "'n Onderwysersopleidingsprogram om struikelblokke tot leer in Rekeningkunde te oorkom." Diss., 2004. http://hdl.handle.net/10500/1748.
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Text in AfrikaansDie konsepdokument van die National Curriculum Statement (2003) van die Onderwysdepartement in Suid-Afrika staan 'n inklusiewe benadering voor met verwysing na gehalte-onderwys vir alle leerders, en maak sodoende voorsiening vir die diversiteit van leerders. Die National Curriculum Statement stel dit (vir die eerste keer in Suid-Afrika) onomwonde dat die nuwe Nasionale Kurrikulum voorsiening sal maak vir alle leerders met struikelblokke tot leer (StL) in teenstelling met hulle uitsluiting in die verlede van gewone onderwys of hoofstroming by verstek. Beperkte navorsing het aan die lig gebring dat onderwysers opleiding benodig om die verskeidenheid struikelblokke te hanteer wat leerders moontlik kan he. Die navorser het die weg gebaan vir die opleiding van onderwysers en leerders om StL te akkommodeerdeurditas deel van die leerondersteuningsmateriaal in te sluit. Die vertrekpunt van die opleidingsprogram is dat elke mens in 'n sekere mate struikelblokke het om te oorkom en dat die opvoedkundige gemeenskap elkeen van daardie gemeenskap kan insluit en versorg.
The draft document of the National Curriculum Statement (2003) of the Department of Education in South Africa promotes an inclusive approach regarding the quality education of all learners, thus including provision for diversities of learners. The National Curriculum Statement states explicitly (for the first time in South Africa) that the new National Curriculum will provide for all learners with barriers to learning (BtL) as opposed to their previous exclusion from ordinary education or mainstreaming by default. Limited research - has shown that teachers need training to deal with the variety of barriers that learners may exhibit. The researcher pioneered the concept of including the training of teachers and learners to accommodate BtL as part of the learning support material. The training programme's point of departure is the view that, to some extent, every person has certain barriers to overcome, and that the educational community can include and care for each and every member of that community.
Educational Studies
M.Ed. (Inclusive Education)
22
Letshwene, Mantekana Jacobine. "Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province." Diss., 2014. http://hdl.handle.net/10500/19029.
Full textAbstract:
The aim of the study was to investigate strategies that could be used to equip Grade 10 teachers to teach accounting effectively. The aim was addressed by conducting the relevant literature survey and an empirical investigation. A qualitative approach which was modeled on the interpretive perspective was used to explore challenges faced by accounting teachers and learners. Five schools were selected in the Johannesburg Ekurhuleni District. Here, three HODs and two Grade 10 teachers were interviewed and observed while teaching. Strong and weak Grade 10 learners from each school were interviewed. The data was analysed and findings presented. The findings revealed that Grades 8 and 9 lack accounting exposure due to 40% weighting on financial literacy on the syllabus which then causes problems in Grade 10 from both the teaching and learning perspectives. The main recommendations arising from this study are that the Department of Education must relook at the syllabus and involve teachers in the planning of the curriculum in order to bridge the gap between the syllabuses. Accounting teachers should use variety of learning and teaching strategies, and create a supportive effective classroom environment in order to increase the learner’s interest.Further Teacher Education
M. Ed. (Didactics)
23
Letshwene, M. J. (M Jacobine) 1976. "Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province." Diss., 2014. http://hdl.handle.net/10500/19029.
Full textAbstract:
The aim of the study was to investigate strategies that could be used to equip Grade 10 teachers to teach accounting effectively. The aim was addressed by conducting the relevant literature survey and an empirical investigation. A qualitative approach which was modeled on the interpretive perspective was used to explore challenges faced by accounting teachers and learners. Five schools were selected in the Johannesburg Ekurhuleni District. Here, three HODs and two Grade 10 teachers were interviewed and observed while teaching. Strong and weak Grade 10 learners from each school were interviewed. The data was analysed and findings presented. The findings revealed that Grades 8 and 9 lack accounting exposure due to 40% weighting on financial literacy on the syllabus which then causes problems in Grade 10 from both the teaching and learning perspectives. The main recommendations arising from this study are that the Department of Education must relook at the syllabus and involve teachers in the planning of the curriculum in order to bridge the gap between the syllabuses. Accounting teachers should use variety of learning and teaching strategies, and create a supportive effective classroom environment in order to increase the learner’s interest.Further Teacher Education
M. Ed. (Didactics)
24
Rajoo, Thanesha. "An investigation into the role of the Head of Department (HoD) as an instructional leader in the leadership and management of the teaching & learning of accounting in two secondary schools in one district in Gauteng." Thesis, 2013. http://hdl.handle.net/10539/12737.
Full textAbstract:
This report draws on the findings from data gathered for a mini dissertation. The research
investigates the role, importance and effectiveness of the Accounting HoD as an instructional
leader in contributing towards learner performance. Data has emerged from questionnaires,
interviews and discussions with principals, educators, some senior learners and from the HoDs
themselves. Much of the literature points to the school principal as the focus of this leadership
style but this study regards the HoD/middle manager/curriculum leader as being well suited to
implement instructional leadership and sees this position as one where it could potentially have
the greatest impact on learning and teaching. The Head of Department (HoD) as the middle
manager should have a vision that is underpinned by an aspiration to strive for academic
excellence within a particular subject area as well as considering the holistic development of
learners. This vision should be transparent to the learners, parents, educators and management.
Accordingly, if the EMS HoD envisions his/her role as that of an instructional leader, the teacher
of Accounting should have the necessary support to make learning successful and ultimately
learner performance should improve. Since the revision and restructuring of the Accounting
curriculum in South Africa the demands on teaching this curriculum have been higher than ever
before and have impacted negatively on learner performance. Many teachers across the country
have not been successful in facing up to those challenges and yet the need for expertise in this
area in South Africa has never been greater. Hence the potential importance the researcher sees
for this study at this time. The two schools investigated were selected for the very similar socioeconomic
profile of their learners, while displaying a wide discrepancy in the pass marks they
achieve in matric. Both had HoDs of Accounting who were qualified in the subject but the HoD
of the successful school was considerably better qualified than the HoD in the unsuccessful
school. Thus as far as possible the only distinguishing factors in the schools selected were the
quality of leadership of the Accounting department and the knowledge levels of their HoDs. As
anticipated from the literature, the findings confirm the key significance of each of these factors.
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Oben, James Ako. "High school learners' perceptions of accounting as a career path in the Mafikeng area." Diss., 2019. http://hdl.handle.net/10500/25850.
Full textAbstract:
Summaries in English, Afrikaans and SetswanaThe study was prompted by the decline in accounting enrolments and the ongoing criticism due to learners’ poor performance in the Accounting subject in South Africa. Given the increasing need for accounting graduates and, more importantly, qualified accounting professionals, this study investigated the preconceived perceptions participating high school learners in selected schools in the Mafikeng area had about the accounting profession at the time of this study. The study drew on a rich body of existing literature and adopted the social cognitive career theory of Lent, Brown and Hackett (1994) to explore the factors influencing career interests of learners in accounting as a career path. A quantitative research approach with a survey questionnaire, framed within a positivist paradigm, was used to elicit opinions from learners. The findings revealed that work satisfaction, earnings potential, self-efficacy, personal interest, offering Accounting as a subject and having an accountant in the family are among the factors that significantly influenced participating learners’ career interests in accounting
Die studie is aangespoor deur die afname in rekeningkunde-inskrywings en die deurlopende kritiek van leerders se swak prestasie in rekeningkunde in Suid-Afrika. Gegewe die toenemende behoefte vir rekeningkundegegradueerdes en, meer belangrik, gekwalifiseerde rekeningkundepraktisyns, ondersoek hierdie studie die huidige vooropgestelde persepsies wat hoërskoolleerders in Suid-Afrika van die rekeningkundige beroep het. Die studie benut die omvattende bestaande literatuur en aanvaar die sosiaal kognitiewe loopbaanteorie van Lent, Brown en Hackett (1994) om die faktore te ondersoek wat die belangstelling van leerders in rekeningkunde as 'n loopbaanrigting beïnvloed. 'n Kwantitatiewe navorsingsbenadering met 'n opnamevraelys, binne 'n positivistiese paradigma, is gebruik om menings van leerders te ontlok. Die bevindings het gewys dat werksbevrediging, verdienstepotensiaal, selfwerksaamheid, persoonlike belang, die aanbied van rekeningkunde as 'n vak en 'n rekeningkundige in die gesin van die faktore is wat leerders se loopbaanbelangstelling in rekeningkunde beduidend beïnvloed.
Thutopatlisiso e tlhotlheleditswe ke kwelotlase ya ikwadiso ya dithuto tsa Palotlotlo le go kgalwa go go tswelelang pele ga tiragatso e e bokoa ya barutwana mo Palotlotlong mo Aforikaborwa. Ka ntlha ya tlhokego e e oketsegang ya dialogane tsa Palotlotlo le, sa botlhokwa tota, baporofešenale ba ba nang le borutegi jwa palotlotlo, thutopatlisiso eno e batlisisa megopolo e e gona ya ga jaana ya barutwana ba dikolo tse dikgolwane mo Aforikaborwa malebana le porofešene ya bobalatlotlo. Thutopatlisiso e dirisa letlotlo le le gona la dikwalo mme e dirisa tiori ya tselana ya tiro ya tlhaloganyo ya loago ya ga Lent, Brown le Hackett (1994) go sekaseka dintlha tse di susumetsang kgatlhego ya tselana ya tiro ya barutwana mo palotlotlong jaaka tselana ya tiro. Go dirisitswe mokgwa wa patlisiso o o lebelelang dipalopalo ka dipotsolotso tsa tshekatsheko, mme e agilwe mo mokgweng wa kelotlhoko go bona megopolo ya barutwana. Diphitlhelelo di bontsha gore go kgotsofalela tiro, kgonagalo ya letseno, go ikemela, dikgatlhego tsa sebele, go rebolelwa Palotlotlo jaaka serutwa le go nna le mmalatlotlo mo lelapeng ke dingwe tsa dintlha tse di nang le tshusumetso e kgolo mo dikgatlhegong tsa barutwana tsa tselana ya tiro mo palotlotlong.
Centre for Accounting Studies
M. Phil. (Accounting Sciences)