Exploring grade 9 teachers’ experiences of enacting financial literacy/accounting in the Zululand district=Ucwaningo ngokwehlela othisha bebanga 9 ekufundiseni ifinancial literacy ne-Accounting eZululand District .
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Date
2022
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Abstract
The South African schooling system places more emphasis on teaching and learning of financial literacy which is directed at producing good quality learners who will pursue accounting as a subject in Grade 10, and increase the number of accountants in South Africa. However, very little increase in learner performance has been recorded and registered in the education system, despite many intervention strategies implemented to improve teaching, learning, and learner performance in financial literacy in Grade 9. Literature suggests that teaching and learning in any subject are influenced by the ways the curriculum is enacted, together with the teachers’ experiences, pedagogical knowledge, technological knowledge, content knowledge, and curriculum restructuring that happens without necessary preparation and availability of resources. Therefore, this dissertation presents the qualitative case study of six teachers from a diverse set-up of schools. This study was conducted with the main purpose of exploring the Grade 9 teachers’ experiences of enacting financial literacy/accounting in secondary schools in the Zululand District. The study utilised the qualitative case-study design established within the interpretivist paradigm. As a result, reflective activity, one-on-one semi-structured interviews, and focus groups were used to generate data in order to ensure the process of triangulation during the exploration of teachers’ experiences. The non-probability sampling methods, including purposive and convenience samplings, were used in choosing the specific kind of accounting and economic and management sciences teachers who have more than three years of teaching Grade 9 learners. This is because I needed teachers with in-depth knowledge of Economic and Management Sciences (EMS) and accounting, and who were also accessible. The research questions guided the study to review the relevant literature on teachers’ experiences based on three spheres, namely, common, proficient, and subjective experiences. Consequently, this study adopted technological pedagogical and content knowledge (TPACK). It was then
contextualised into experiences, which then yielded to the discovery of the new theory termed Common Subjective Proficient Experiences (CASPE) which emerged from this study. Issues of dependability, confirmability, credibility, and transferability were
implemented in this study in order to ensure trustworthiness. Further to this, ethical issues were also considered such as consent letters, anonymity, withdrawals, beneficence, and others. The findings revealed that there is a lack of teacher content knowledge, technological knowledge and pedagogical knowledge. As a result, teachers are not aware that these aforementioned areas are under the proficient, common, and subjective experiences that they should always be taking into consideration if they want to improve learner performance in financial literacy/accounting. The results revealed that teachers had an understanding that learners lack interest in the financial literacy/accounting such that there are few learners pursuing accounting in Grade 10 and even those who continue with the subject do not perform well in Grade 12. As a result, a number of schools in Zululand District have removed accounting from Grade 10 to 12 and replaced it with subjects such as tourism, dramatic arts, geography, and others. The study further highlighted the influence of teachers’ experiences on teaching and learning and learner performance as a result thereof. In this study, I argue that there are various contributing factors that influence teaching, learning, and teaching practices which should be adhered to in order to improve learner performance. These factors include goals, content knowledge, time, activities, teaching and learning resources; the context and the roles teachers have to play when teaching financial literacy/accounting in secondary schools. Thus, taking into cognisance teachers’ experiences, teachers’ knowledge, technological knowledge, teachers’ professionalism and school context are paramount in order to improve teaching and learning and to produce quality results and improved learner performance in schools. In short, transposing all the various kinds of experiences (common, subjective and proficient) in the process of teaching and learning accurately provide flair to the interconnectedness of experiences that should always balance out and suppress the dominance of one experience over the other.
Iqoqa
Imfundo yasezikoleni eNingizimu Afrika igcizelela kakhulu ekufundiseni nasekufundeni ezokubalwa kwezimali okuyifinancial literacy, okuqondwe ngayo ukukhiqiza abafundi bezinga eliphezulu abazogxila ekufundeni i-accounting njengesifundo eBangeni 10, ukuze kwande ama-accountants eNingizimu Afrika. Yize kunjalo, kuncane kakhulu okuqoshiwe ngokwenza kwabafundi okubhalisiwe emnyangweni wezemfundo ekubeni maningi amasu okungenelela ekuthuthukiseni ukufundisa nokufunda ifinancial literacy eBangeni 9. Imibhalo yongoti iveza ukuthi ukufundisa nokufundwa kwanoma yisiphi isifundo kuthonywa yindlela ikharikhulamu elethwa ngayo, ilokho asebedlule kukho othisha, ulwazi lokufundisa, ulwazi lwezobuchwepheshe, ulwazi lwesifundo kanye nendlela ikharikhulamu ehlelwa ngayo okubuye kwenzeke ngaphandle kokuzilungiselela okudingekayo nokubakhona kwezinsizasidingo.
Ngakho-ke, lo msebenzi wethula ucwaningonto oluyikhwalithethivu lothisha abayisi-6 abaqhamuka ezikoleni ezahlukene. Inhloso yalolu cwaningo kwakuwukuhlola lokho othisha bakwaGrade 9 abadlule kukho ekufundiseni kwabo ifinancial literacy/accounting ezikoleni zamabanga aphakeme eZululand District. Ucwaningo lwasebenzisa ucwaningonto oluyikhwalithethivu ngaphansi kwendlelakubuka yomhumusho. Kwasetshenziswa ukuzindla, imposambuzo esakuhleleka, kanye amaqoqo ababambiqhaza ukuqoqa imininingo nokuqinisekisa ukuqoqa nxazonke ngezimpilo zothisha ababecwaningwa. Izindlela zesampula elingaqaguleki zasetshenziswa, okwabandakanya ukusampula ngenhloso kanye nokuqoka okukuvumelayo, ukuze kuqokwe uhlobo lothisha abafundisa i-accounting, i-economics nemanagement sciences asebefundise abafundi beBanga 9 ngaphezulu kweminyaka emithathu. Lokhu kwakuyingoba umcwaningi wayedinga othisha abanolwazi lweEMS ne-accounting oludephile, futhi abazokwazi ukutholakala. Imibuzo yocwaningo yakhomba indlela ngemibhalo yocwaningo oselwenziwe mayelana nothisha kubhekiswe emikhakheni emithathu okwaba yilokho okujwayelekile, ubungoti kanye nokomuntu ngamunye. Ucwaningo lwagcina ngokukhetha indlela yetechnological pedagogical and content knowledge (TPACK). Lokhu kwayamaniswa nokwenzeke kothisha, okwaphetha ngokuba kuvele injulalwazi entsha eyabizwa ngokuthi yiCASPE kulolu cwaningo. Ukuze kuqinisekiswe ukuthembakala kocwaningo, kwaqikelelwa izinto ezifana nokweyama, ukuqinisekisa, ukukholeka, kanye nokudluliseka. Nenkambiso elungileyo yocwaningo yalandelwa njengezincwadi zokuvuma ukubamba iqhaza, imfihlwagama, ukuhoxa, ukwenza okuhle nokunye.
Imiphumela yocwaningo yakhombisa ukuthi kunokugqoza kolwazi lwesifundo, ulwazi lwezobuchwepheshe kanye nolwazi lokufundisa kothisha. Ngenxa yalokhu othisha abazi ukuthi lezi zinto ezibaliwe zingena ngaphansi kokujwayelekile, kobungoti kanye nokomuntu ngamunye okumele bakuqaphele zikhathi zonke uma befuna ukuthuthukisa ukwenza kwabafundi kwezefinancial literacy ne-accounting. Imiphumela yaveza ukuthi othisha bacabanga ukuhi abafundi abanalo uthando lwefinancial literacy ne-accounting kangangokuba bambalwa abafundi abathatha i-accounting kwaGrade 10 kanti nalabo abaqhubeka nayo abenzi kahle eBangeni 12. Ngenxa yalokhu, izikole eziningi eZululand District seziyikhiphile i-accounting kusuka eBangeni 10 - 12 zafaka ezinye izifundo ezifana netourism, idramatic arts, igeography, kanye nezinye.
Ucwaningo lwagqamisa ukubonakala komthelela wesikhathi asebesifundisile othisha ekufundiseni nasekufundeni kanye nasekwenzeni kahle kwabafundi. Umcwaningi wabona ukuthi ziningi izinto ezinomthelela ekufundiseni, ekufundeni nezindlela zokufundisa okumele zilandelwe ukuze kuthuthukiswe ukwenza kangcono kubafundi. Lezi zinto zibandakanya imigomo, ulwazi lwesifundo, isikhathi, imisebenzi, izinsizakufundisa nezinsizakufunda; isizinda kanye neqhaza othisha okumele balibambe ekufundiseni ifinancial literacy ne-accounting ezikoleni zamabanga aphakeme. Ngakho-ke, ukuqaphelisisa isikhathi asesifundisile uthisha, ulwazi lukathisha, ulwazi lwezobuchwepheshe, ukuziphatha kukathisha kanye nesimo isikole esikuso kubalulekile ukuze kuthuthukiswe ukufunda nokufundisa futhi kukhiqize imiphumela emihle nokwenza kahle kwabafundi okuncomekayo ezikoleni.
Ngamafuphi, ukusebenzisa ngokulinganayo izindlela ezahlukahlukene (okujwayelekile, okomuntu ngamunye kanye nobungoti) ekufundiseni nasekufundeni ngendlela efanele kuletha ubuhle ekuxhumaniseni okwenziwayo okumele kulingane futhi kuqede ukucindezelana.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.