Experiences of teaching financial literacy in economic and management sciences: a case study of grade 9 teachers in three selected schools in Hammarsdale, South Africa.
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Date
2023
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Abstract
The study explored Grade 9 teachers’ experiences of teaching Financial Literacy in Economic and Management Sciences. It used a case study of Grade 9 teachers in three selected schools in Hammarsdale, South Africa. The aim of this enquiry was to stimulate a discussion on the experiences of Grade 9 EMS teachers in teaching Financial Literacy. This study, which was
conducted under the discipline of Curriculum Studies, used Mishra and Koehler’s TPACK Theory as its framework to explore the Grade 9 EMS teachers’ experiences in teaching Financial Literacy and to measure the EMS teachers’ overall ability to integrate diverse knowledge outlined in the TPACK theoretical framework to successfully implement Financial Literacy. The reviewed literature included global studies conducted to acquire a comprehensive understanding of the different arguments and perceptions proffered by various scholars regarding the teaching of integrated subjects such as EMS in the global context. In its exploration of the Grade 9 EMS teachers’ experiences of teaching Financial Literacy, the study adopted a qualitative, multi-site case study located within an interpretive paradigm with the aim of gaining new knowledge about and understanding of the phenomenon. Semistructured interviews and document review were the key methods employed to generate data that fundamentally provide clarity to the phenomenon under scrutiny. Three Grade 9 EMS teachers were intentionally identified and selected as suitable participants in three selected schools in Hammarsdale on the basis that they would provide sufficient information needed to
foster understanding of the Grade 9 EMS teachers’ experiences teaching Financial Literacy. A thematic analysis technique was employed to analyse generated data, which played a crucial role in identifying and analysing patterns from the data set. This assisted in producing accurate and trustworthy results. The findings revealed that the participants’ experiences in teaching
Financial Literacy in Grade 9 were influenced by numerous factors such as insufficient time allocation and limited professional development that is critical for implementing Financial Literacy. The study recommended that policy makers, education providers and all the relevant stakeholders need to play an active role to ensure improvement in the teaching of Financial Literacy in Grade 9.
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Masters Degree. University of KwaZulu-Natal, Durban.