Repositioning the Teaching Approaches towards Accounting Curriculum Implementation in Selected South African Rural Secondary Schools

Abstract

This study was triggered by the poor academic performance of accounting learners in rural secondary schools in South Africa. Through constructivist learning theory the study aimed at repositioning teaching approaches that may be used to implement Accounting curriculum effectively in South African rural secondary schools. Qualitative approaches were used in generating data from twelve (12) teachers through face-to-face interviews and observation in the classroom. All participants came from one circuit management. This study offered innovative ideas to all parties interested in the implementation of innovative teaching and learning approaches that can enhance learners’ academic performance in accounting. The study recommends that qualified experts be part of the capacity-building programmes that are used to equip teachers with knowledge and skills on Accounting teaching pedagogies ; the collaboration of the Department of Basic Education (DBE) and the Department of Higher Education and Training (DHET) be strengthened, a handbook of teaching strategies be developed by professional bodies in Accounting to strengthen Accounting teaching strategies for rural secondary schools; and the review of the curriculum content and the teaching hours of Economics and Management Sciences require urgent attention.