Show simple item record Mkhize, Msizi Vitalis Mtshali, Muntuwenkosi Ntombela, Nolwazi 2023-10-27T06:11:24Z 2023-10-27T06:11:24Z 2023
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning (APORTAL) Vol 7 (1) (2023) en_US
dc.description.abstract Large classes have a potential to stir a challenge for both developed and developing countries in their effort to deal with diversity that comes with learners’ diverse abilities. The purpose of the study was to explore Grade 12 teachers’ perceptions and experiences of teaching Accounting in large classes in Manzini region, Eswatini. The study used purposive sampling. The data collection instruments were questionnaires, personal observations, and semi-structured interviews. Qualitative data was analysed thematically, while descriptive statistics computed for quantitative data. The study revealed that the majority accounting teachers were not contented with their class sizes as they faced several challenges when teaching accounting in large classes. Teachers agreed that evaluating work from group learning was necessary, but they used different approaches for assessment. This study presents insight into what secondary school Accounting teachers in emerging economies experienced with teaching Accounting in large classes, and the need to reflect on instructional practices. en_US
dc.format.extent 16 pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Teaching en_US
dc.subject Accounting en_US
dc.subject Large classes en_US
dc.subject Grade 12 teachers en_US
dc.subject Viewpoints en_US
dc.subject Eswatini en_US
dc.subject.lcsh Accounting -- Study and teaching en_US
dc.subject.lcsh Teaching -- Eswatini en_US
dc.subject.lcsh Accounting -- Study and teaching -- Eswatini en_US
dc.title Teachers’ perceptions and experiences of teaching accounting en_US
dc.type Article en_US

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