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All Journal Assets: Jurnal Akuntansi dan Pendidikan Social Sciences, Humanities and Education Journal (SHE Journal)
Moyo, Grate Ndabezihle
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Exploring the Accounting Teaching Practices of Lecturers in a Higher Education Institution: A Case at a South African University Moyo, Grate Ndabezihle; Moreeng, Boitumelo; Mosia, Moeketsi
Social Sciences, Humanities and Education Journal (SHE Journal) Vol 4, No 3 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/she.v4i3.18077

Abstract

This paper aimed to determine the accounting lecturers’ teaching practices at a South African university. Teaching practices are a complex set of ways that lecturers use for instruction. When compromisingly crafted/implemented, they impact on success. In accounting education, teaching practices were found cognitively driven to determine success. Cognitivism learning theory guided the study. It emphasises mental processes, thinking, solving complex problems, and focusing on tasks requiring increased information processing, and procedural rules. The related elements enhance accounting teaching practices. This paper used a qualitative exploratory research methodology, enabling the researcher’s engagement with participants in their natural settings. Participants were purposefully selected for this study. Data was generated through individual semi-structured interviews to determine accounting lecturers’ practices. Issues including participants’ teaching practices and challenges experienced were explored. Data was thematically analysed. Findings suggest that current accounting teaching practices are detriment to performance. Hence this paper suggests that teaching practices require intervention.
Exploring motivational teaching practices for accounting lecturers at a South African University MOYO, GRATE NDABEZIHLE
Assets: Jurnal Akuntansi dan Pendidikan Vol. 14 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jap.v14i2.21199

Abstract

This exploratory study investigates motivational teaching practices employed by accounting lecturers at a South African university. Motivational teaching practices refer to complex lecturing methods, based on lecturers’ beliefs about learning. The objectives were to identify effective motivational strategies, explore lecturers' perspectives, and examine the impact on student engagement. The Methodology was Semi-structured interviews with three first-year accounting lecturers. Findings revealed that Lecturers used real-world examples, encouraging feedback, and interactive learning to motivate students. Factors influencing motivation included lecturer passion, student-lecturer relationships, and curriculum relevance. The implications: The study informs accounting education pedagogy, highlighting the importance of contextualized motivational teaching practices.  
Co-Authors Moreeng, Boitumelo Mosia, Moeketsi