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dc.contributor.advisor Sefara, P. J. Mashele, Simphiwe Godfrey
dc.contributor.other Thaba-Nkadimene, K. L. 2023-04-14T05:57:28Z 2023-04-14T05:57:28Z 2022
dc.description Thesis (M.Ed.(Curriculum Studies)) -- University of Limpopo, 2022 en_US
dc.description.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 en_US
dc.format.extent xii, 113 leaves en_US
dc.language.iso en en_US
dc.relation.requires PDF en_US
dc.subject Accounting en_US
dc.subject Assessment method en_US
dc.subject Teaching method en_US
dc.subject Assessment en_US
dc.subject Strategies en_US
dc.subject Assessment activities en_US
dc.subject Poor performance en_US
dc.subject Quality teaching en_US
dc.subject.lcsh Project method teaching en_US
dc.subject.lcsh Curriculum-based assessment. en_US
dc.subject.lcsh Accounting en_US
dc.subject.lcsh Effective teaching -- South Africa en_US
dc.subject.lcsh Curriculum-based assessment -- South Africa -- Mpumalanga en_US
dc.subject.lcsh Accounting -- Study and teaching -- South Africa -- Mpumalanga en_US
dc.title An investigation into the effectiveness of assessment methods in Accounting for grade12 in Ehlanzeni District, Mpumalanga Province en_US
dc.type Thesis en_US

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