Masters Degrees (School of Education Studies)
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Browsing Masters Degrees (School of Education Studies) by Subject "Accounting -- Study and teaching"
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Item Open Access The transition from grade 9 Economic and Management Sciences (GET-phase) to grade 10 Accounting (FET-phase): an evaluative study(University of the Free State, 2016-07) Coetzee, Eric Marius; Louw, L. P.English: As an Accounting and EMS teacher myself I found learners transitioning from grade 9 EMS to grade 10 Accounting experience challenges adjusting to the demands of Accounting as a stand alone subject coming from EMS, an integrated subject. My observation regarding these challenges have been confirmed by means of conversations with colleagues teaching the same subjects. This led me to the main research question: What are the challenges of, and possible solutions facing teachers and learners regarding the transition from grade 9 EMS (GET-phase) to grade 10 Accounting (FET-phase), and how it might be improved/enhanced in the future? The study was conducted in the form of two academic articles. The first article focused on teachers and how they experienced the transition in their classes and in the second article the emphases fell on the learners and their experience transitioning from grade 9 EMS to grade 10 Accounting. Five grade 10 Accounting teachers took part in the study of article one and 110 grade 10 Accounting learners participated in the research conducted for article two. Four schools in the Motheo district (the school district where I am currently a teacher and have a particular interest in) were identified, which constituted the sample of the study. During article one recorded face-to-face interviews were used to collect the data from grade 10 Accounting teachers. Questionnaires were used to collect data from the grade 10 Accounting learners for the purposes of the second article. The collected data for both articles were analysed and classified under themes and enhanced by means of my conceptual framework which was based on the six elements of curriculum design which needs to be incorporated during the succesful design of a curriculum. Other related literature were also included in both articles. Ethical considerations ensured anonymity, confidentiality and privacy. Data was also verified in various ways to ensure its reliability and validity. For article one a qualitative approach was used to analyse the data whereas for article two a quantitatve approach were followed. The data obtained from both articles confirmed my assumption that teachers as well as learners do find the transition from grade 9 EMS to grade 10 Accounting challenging. Recommendations were made by teachers on how this gap between the two subjects can be improved in order to benefit the learners. Data colected from the questionnaires in article two also provided reasons from learners on why they find the transition challenging as well as suggestions from them on how these challenges might be overcome.