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Tshiovhe, T. E. Nenzhelele, M. Musetha, Takalani Charity 2022 2022-08-10T06:55:03Z 2022-08-10T06:55:03Z 2022-07-15 Musetha, T. C. (2022) Challenges facing the teaching and learning of accounting as a subject in Vhembe East District in Limpopo Province. University of Venda. South Africa.<http://hdl.handle.net/11602/2234>. http://hdl.handle.net/11602/2234 Musetha TC. Challenges facing the teaching and learning of accounting as a subject in Vhembe East District in Limpopo Province. []. , 2022 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/2234 Musetha, T. C. (2022). <i>Challenges facing the teaching and learning of accounting as a subject in Vhembe East District in Limpopo Province</i>. (). . Retrieved from http://hdl.handle.net/11602/2234 Musetha, Takalani Charity. <i>"Challenges facing the teaching and learning of accounting as a subject in Vhembe East District in Limpopo Province."</i> ., , 2022. http://hdl.handle.net/11602/2234 TY - Dissertation AU - Musetha, Takalani Charity AB - 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. DA - 2022-07-15 DB - ResearchSpace DP - Univen KW - Accounting KW - Academic performance KW - Cooperative learning KW - Failure rate KW - Teaching and learning LK - https://univendspace.univen.ac.za PY - 2022 T1 - Challenges facing the teaching and learning of accounting as a subject in Vhembe East District in Limpopo Province TI - Challenges facing the teaching and learning of accounting as a subject in Vhembe East District in Limpopo Province UR - http://hdl.handle.net/11602/2234 ER - MEd (Curriculum Studies) Department of Professional and Curriculum Studies 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. NRF 1 online resource (149 leaves) en University of Venda Accounting UCTD Academic performance Cooperative learning Failure rate Teaching and learning 657.0720968257 Accounting -- Study and teaching -- South Africa -- Limpopo Challenges facing the teaching and learning of accounting as a subject in Vhembe East District in Limpopo Province Dissertation open.access