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dc.contributor.advisorLouw, L. P.
dc.contributor.authorCoetzee, Eric Marius
dc.date.accessioned2017-03-15T05:58:12Z
dc.date.available2017-03-15T05:58:12Z
dc.date.issued2016-07
dc.identifier.urihttp://hdl.handle.net/11660/5815
dc.description.abstractEnglish: 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.en_ZA
dc.description.abstractAfrikaans: Uit my eie ondervinding as Rekeningkunde en EBW onderwyser het ek gevind dat leerders wat Rekeningkunde as vak kies die aanpassing vanaf graad 9 EBW, ‘n geïntegreerde vak, na graad 10 Rekeningkunde, ‘n selfstandige vak, dit moeilik vind om aan te pas by die uitdagings wat Rekeningkunde as vak bied. My observasies rakende hierdie uitdagings was verder bevestig deur gesprekke met kollegas wat dieseflde vakke as ek aanbied. Dit het aanleiding gegee tot my hoof navorsingsvraag naamlik: Wat is die uitdagings van, en moontlike oplossings, wat leerders sowel as onderwysers in die gesig staar tydens die oorgang vanaf graad 9 EBW (AOO-fase) na graad 10 Rekeningkunde (VOO-fase) en hoe kan hierdie uitdagings verbeter en verminder word in die toekoms? Navorsing is uitgevoer in die vorm van twee akademiese artikels. Die fokus tydens die eerste artikel was op die onderwyser en hoe hulle die oorgang in hul klasse ervaar terwyl die klem van die tweede artikel geval het op die leerders en hulle ervarings tydens die oorgang van graad 9 EBW na graad 10 Rekeningkunde. Vyf Rekeningkunde onderwysers het deelgeneem aan die studie vir artikel een en 110 graad 10 Rekeningkunde leerders het deelgeneem aan die navorsing van artikel twee. Vier skole van die Motheo distrik (die skooldistrik waarin ek as onderwyser skoolgee en dus ‘n besonderse belangstelling in toon) was geïdentifiseer wat dan as die steekproef vir die studie gedien het. Data vir artikel een was ingesamel by wyse van een-tot-een onderhoude wat met die graad 10 Rekeningkunde onderwysers gevoer is terwyl vraelyste gebruik was vir die insameling van data vanaf die graad 10 Rekeningkunde leerders vir die doeleindes van artikel twee. Die ingesamelde data vir beide artikels was geanaliseer en geklassifiseer onder sekere temas en versterk met behulp van die konseptuele raamwerk wat gebaseer is op die ses elemente van kurrikulum ontwerp wat geïmplimenteer behoort te word tydens die suksesvolle ontwerp van ‘n kurrikulum. Ander toepaslike literatuur is ook ingesluit in beide artikels. Etiese kwessies is in ag geneem om die anonimiteit, vetroulikheid sowel as die privaatheid van die deelnemers te verseker. ‘n Kwalitatiewe benadering is gevolg tydens die data analise van artikel een en ‘n kwantitatiewe benadering is gevolg tydens die uitvoer van artikel twee. Die data wat verkry is tydens die navorsing van beide artikels het my verdenking bevestig dat nie net onderwysers nie, maar ook die leerders, wesenlike uitdagings ervaar met die oorgang van graad 9 EBW na graad 10 Rekeningkunde. Aanbevelings is deur onderwysers gemaak oor hoe hierdie gaping verbeter en verklein kan word tussen die twee vakke om sodoende die leerders te bevoordeel. Data verkry tydens die invul van die vraelyste van artikel twee het ook aanbevelings verskaf vanaf die leerders oor hoe die oorgang tussen die twee vakke kan verbeter sowel as redes waarom hulle die oorgang as so uitdagend ervaar.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectTransitionen_ZA
dc.subjectEconomic and Management Sciences (EMS)en_ZA
dc.subjectGeneral Education and Training (GET-phase)en_ZA
dc.subjectAccounting and Further Education and Training (FET-Phase).en_ZA
dc.subjectInterdisciplinary approach in educationen_ZA
dc.subjectCurriculum planningen_ZA
dc.subjectAccounting -- Study and teachingen_ZA
dc.subjectEconomics -- Study and teachingen_ZA
dc.subjectDissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2016en_ZA
dc.titleThe transition from grade 9 Economic and Management Sciences (GET-phase) to grade 10 Accounting (FET-phase): an evaluative studyen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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