Browsing by Author "Sithole, Nosihle Veronica."

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Exploring teachers’ understanding and practices of integration of information and communication technology in teaching accounting.
(2024) Sithole, Nosihle Veronica.; Ngwenya, Jabulisile Cynthia.
The evolution of technology in the education sector has resulted in greater recognition of Information and Communication Technology (ICT) in the classroom to transform teaching and learning worldwide. This study explored Accounting teachers’ understanding and practices of integration of ICT in teaching Accounting in Umlazi District, KwaZulu-Natal, South Africa. The literature indicates that ICT has been adopted by the education sector worldwide and most countries have ICT policy frameworks to guide teachers on ICT integration. Nevertheless, in developing countries including South Africa, policies have failed to meet the aims of ICT integration in teaching and learning and teachers face barriers such as lack of professional training, resources, and technical support. To complement the literature, the Technological Pedagogical and Content Knowledge (TPACK) theoretical framework and the Unified Theoryof Acceptance and Use of Technology (UTAUT) conceptual framework informed the empirical inquiry. An explanatory sequential mixed method study aimed to determine Accounting teachers’ understanding and practices of ICT integration in teaching Accounting in Umlazi District. Quantitative data were collected through a self-designed questionnaire and qualitative data through focus group discussions, observations and semi-structured interviews. Multiple sampling strategies were used to select the sample for the questionnaire and participants for focus group discussions, classroom observation and individual interviews. Quantitative data were analysed through Statistical Package for the Social Sciences (SPSS) and qualitative data were analysed thematically. The findings indicated that Accounting teachers are aware of selected technologies, namely, tablets, laptops, computers, copier machines, printers, digital cameras, scanners, LCD panels and/ or data projectors, and video conferencing systems. However, their understanding and use is limited. However, Accounting teachers are proficient with word processing, the internet and e-mail used mainly for personal communication. Teachers often use a smartphone and WhatsApp for teaching Accounting. Findings showed thebenefits of integrating ICT in teaching, such as improving teaching and learning through innovations. Barriers are lack of professional training, technical support and resources, theft, power outages and limited teaching time. Smartphones constitute a frequently used and efficient technology tool in teaching Accounting. This study suggests a connective pedagogy to promote smartphones and social media platforms in teaching Accounting.
Teachers’ experiences of teaching grade 12 accounting in the context of curriculum changes: a case study of five secondary schools in Umlazi-South District.
(2019) Sithole, Nosihle Veronica.; Ngwenya, Jabulisile Cynthia.
Curriculum has been changed for several times in the history of South African education. The changes were implemented in schools as per Department policy to have quality and equity teaching and learning. These changes took place across all the subjects in schools and has been experienced in Accounting subject. Teachers in the commerce department teaching Accounting have experienced these changes in Grade 12. Hence, this study focused on teachers‟ experiences of teaching Grade 12 Accounting in the context of curriculum changes. The main purpose of this study was to explore teacher‟s experiences of teaching Grade 12 Accounting in the contexts of curriculum changes in five secondary schools in Umlazi South district. The objectives outlined in this study are: (1) to explore teachers‟ experiences of teaching Grade 12 Accounting in the context of curriculum changes. (2) To identify influence of teachers experiences of teaching of Accounting Grade 12 in the context of curriculum changes. This study employed Interpretivist paradigm and qualitative approach to have in-depth information about teacher‟s experiences. Furthermore the researcher purposively sampled five Accounting teachers in Umlazi district who were currently teaching Accounting in Grade 12 and have a minimum of 10 years‟ experience in the field of teaching. Semi-structured interviews were conducted with the teachers in their schools and interviews were audio-taped. The researcher later analysed the data by listing to the audio taped interviews, developed themes and linked it with the theoretical framework of the study. The findings revealed that Accounting teachers warmly welcomed changed curriculum (CAPS) and they were positive in implementing the curriculum. Furthermore the study revealed that CAPS was very clear on the content, assessment guidelines were good and in line with the content and all documents provided were very user friendly. However, teaching strategies were not clear in Accounting, teachers revealed that they had to research and find their own teaching strategies that they were finding it to be effective in their teaching. Inadequate resources, Inadequate training on some topics, language barrier, lack of support from parents, HODs, and teacher union were some of the challenges discussed by teachers during the interview. Lastly the study recommended that teachers improvise in their teaching, as commerce teachers they can fundraise to generate income to buy some resources such as calculators that will be controlled by Accounting teachers. Teachers must work closely with the subject advisor to organise curriculum designers to come and train teachers on those topics. Furthermore Accounting teachers must work with together with the language teachers.