The use of entrepreneurial games as a pedagogical application in teaching entrepreneurship in Grade 10 business studies
| dc.contributor.advisor | Sekwena, Gailele | en_ZA |
| dc.contributor.author | Letebele, Simon Bushman | en_ZA |
| dc.date.accessioned | 2024-06-19T13:59:06Z | |
| dc.date.available | 2024-06-19T13:59:06Z | |
| dc.date.issued | 2020 | en_ZA |
| dc.description | Dissertation (M.Ed.(Curriculum Studies))--University of the Free State, 2020 | en_ZA |
| dc.description.abstract | The study advocates the incorporation of Entrepreneurial games in teaching entrepreneurship to create learner interest and promote a better understanding of this topic. However, this topic is predominantly taught in a more teacher-centred and theoretical approach, leaving a wide wedge between theory and practice, lower levels of learner interest, and an inability of learners to perform well in this topic. The study also focused on identifying the suitable conditions for incorporating entrepreneurial games in Business Studies Class and how best to mitigate the possible challenges that may hinder using these games in the class. Therefore, this study aims to explore using entrepreneurial games as a pedagogical application in teaching entrepreneurship in grade 10 Business Studies to address the preceding challenges. Social Constructivism by Levy Vygotsky is selected as the theoretical framework underpinning the study. In this theory, knowledge is co-constructed through social interaction. This study used an exploratory case study that allowed for a far-reaching review of an unclear or new phenomenon. At the same time, it retains the complete and meaningful characteristics of real-life events. Semi-structured interviews were used to collect data with four grade 10 Business Studies teachers. A thematic analysis method was used to analyse the data generated. The data generated demonstrates that teachers still use teacher-centred teaching methods and a theoretical approach in the classroom because they are constantly pressured to complete the Annual Teaching Plan. Furthermore, the study found that using entrepreneurial games in the classroom creates an active learning environment that generates learner interest and an enhanced understanding of the topic. The study also found that these games bridge the gap between theory and practice and motivate learners through the practical elements they bring to the teaching and learning process. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12630 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Entrepreneurship | en_ZA |
| dc.subject | entrepreneurial games | en_ZA |
| dc.subject | teacher-centred | en_ZA |
| dc.subject | learner-centred | en_ZA |
| dc.title | The use of entrepreneurial games as a pedagogical application in teaching entrepreneurship in Grade 10 business studies | en_ZA |
| dc.type | Dissertation |