Abstract:
The aim of the study was to investigate the challenges facing teaching and learning of
Accounting as a subject in Vhembe east District, Limpopo Province. A mixed method
research design which is a combination of quantitative and qualitative approaches was
used. Questionnaire and interview schedules were used to collect data from the
participants. The population of the study comprise of Accounting subject advisors,
principals, heads of departments and teachers. In quantitative sampling, the
researcher used simple random sampling and in the qualitative sampling purposive
sampling was employed to select the participants of the study. The sample size
comprised 60 Accounting teachers in the quantitative sampling and in qualitative
sampling 6 subject advisors, 6 principals, and 6 heads of departments were selected.
In the Quantitative approach, data was analysed using the Statistical Package for
Social Sciences (SPSS) version 26 and qualitative data was summarized according to
the main research questions and analysed thematically. The study found that the
teaching of EMS which is the foundation to Accounting in Grade 8 and 9 (Senior
Phase) is taught by teachers without Accounting pedagogical content knowledge,
curriculum advisors and teachers are not Accounting specialists, and there are
inadequacies in teacher professional development. The study recommended that
Department of Basic Education must solve the problem of unqualified educators in
grade 7-9 which forms the foundation of Accounting in the FET band. Specialist
Accounting teachers and subject advisors be appointed to promote effective
Accounting curriculum implementation. Subject advisor, Principal and HODs should
encourage teachers to use cooperative strategies as it helps learners work together in
small groups to accomplish a common goal and to understand the content of
Accounting.
