Abstract:
The liability for the decline in performance in Grade 12 Accounting learners in
Ehlanzeni District has been levelled against lack of resources in schools, teachers’
inability to execute their duties and poorly trained teachers. Arising from this
indictment, this study was conducted to investigate the effectiveness of assessment
methods used for Grade 12 Accounting learners in Sikhulile and Mgwenya Circuits in
Ehlanzeni District of Mpumalanga Province. A qualitative survey case study was used
as a research design. Data was collected using one-to-one interviews among five
Accounting teachers, five Heads of Department and five Principals.
Qualitative data was presented using thematic and narrative analysis. The key findings
were: (1) inadequacy of Accounting workshops and non-attendance by teachers,
(2) lack of pedagogical content knowledge (PCK) by Accounting teachers,
(3) Accounting content gaps among learners and difficulties in the content area such
as Balance Sheet and Cash Flow Statement, (4) shortage of Accounting Learning
Teaching Support (LTSM), (5) inadequacies in pedagogical technological devices for
teaching, learning and assessment in Accounting, (6) poor teaching and assessment
methods used in Accounting and (7) inadequate support from the Department of
Education. The study recommends increased frequency of workshops and making
attendance compulsory, strategies to improve the pedagogical content knowledge of
Accounting teachers, providing in-service training in Accounting to EMS teachers,
improved supply of educational resources, improving the schools’ digital infrastructure
such as internet connectivity and accessibility to digital devices, improving teachers’
pedagogical skills and digital skills and palpable Departmental support to teachers
