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All Journal Erudio: Journal of Educational Innovation Research in Social Sciences and Technology International Journal of Educational Innovation and Research
Sithole, Nosihle Veronica
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The Ambivalence of Accounting Education Among University Students: Towards a Collaborative Learning Environment Sithole, Nosihle Veronica; Dube, Bekithemba
Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2025.20

Abstract

This empirical paper proposed collaborative learning as a strategy to enhance performance in Accounting among university students. There has been a notable continuous trend of poor performance in Accounting from the first-year level to the fourth year. Again, there is also a noticeable decline in the number of students majoring in Accounting despite alternatives to enhance Accounting among university students. This paper is underpinned by bricolage theory which advocates the reworking the existing ideas or items to produce something new to improve human conditions. We responded to two questions: what is the cause of poor performance in Accounting among university students and how collaborative learning can be utilised to mitigate poor performance in Accounting among university students? Data was collected through semi-structured interviews with three students and three lecturers who were purposively sampled. Thematic analysis was used to analyse the data collected. Findings revealed that lack of content conceptualisation, students’ negative attitudes towards Accounting, lack of academic commitment, and lack of Accounting pedagogical skills are the main reasons for poor performance among university students. Further, findings revealed that collaborative learning in Accounting among university students broadens students’ content knowledge and produces students with a variety of skills. In light of the above findings, we argued that collaborative learning should premise the teaching and learning of Accounting in higher education from a bricolage perspective.
How can the connection model for integrating Information and Communication Technology solve four major grade 12 accounting problems? Sithole, Nosihle Veronica
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11626

Abstract

There are several problems that affects the quality of teaching and learning in accounting in secondary schools. In grade 12 particularly, English language misunderstanding, limited advance teaching skills and abilities, restricted teaching times and lack of parental support have been observed as major problems that hinders quality teaching and causes poor academic performance. Therefore, this study aimed to demonstrate how the connection model for integration of Information and Communication Technology can solve these four major grade 12 accounting problems. Actor Network Theory (ANT) informed this empirical inquiry. In addition, critical paradigm and Participatory Action Research were used to understand the research phenomenon. Six teachers were purposively sampled to participate in the discussion and the data collected was analysed using a content analysis. Results showed that connection model can solve the four major problem in grade 12 by offering opportunities of communicating in one language and using auto-correct to improve vocabulary. Through reinforcing technological knowledge and skills for new pedagogical ideas. Furthermore, by providing an alternative convenient learning method and connecting teachers with parents via WhatsApp. Considering the above results, the study suggested that connection model must be more embraced in accounting. The model must be documented and made available to accounting teachers to also use it for ICT integration in accounting. It is recommended that the connection model should be developed into an app for accounting.
UNLOCKING THE POTENTIAL OF DATA ANALYTICS TO SUPPORT ACCOUNTING EDUCATION PEDAGOGY IN SOUTH AFRICAN SECONDARY SCHOOLS Sithole, Nosihle Veronica; Schlebusch, Carlie Luzaan
Erudio Journal of Educational Innovation Vol 13, No 1 (2026): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

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Abstract

This study aims to explore how data analytics can be leveraged to improve accounting teaching for Grade 12 learners in South Africa. In the digital era, data analytics has emerged as a transformative tool in education, yet its application in supporting accounting teaching at secondary school level remains underexplored. In South Africa, Grade 12 learners continue to encounter difficulties in mastering accounting concepts due to traditional, theory-heavy teaching approaches that often lack interactivity and real-world relevance. Despite the growing importance of data literacy in the accounting profession, a significant gap exists in the integration of data analytics into classroom instruction to enhance learners’ engagement, understanding, and performance. A mixed-method research approach was adopted, sampling accounting teachers across selected schools in Lejweleputswa district. Data was collected through surveys and semi-structured interviews. The study first gathered data on teachers’ current use of data analytics in accounting and then explored its potential to support accounting pedagogy. Findings indicate that accounting teachers currently make limited use of data analytics in their teaching. However, teachers expressed positive perceptions regarding its personalisation of accounting learning through data analytics, improvement of assessment accuracy, promotion of problem-solving skills and critical thinking, enhanced engagement and motivation towards accounting subject. Based on these findings, the study recommends targeted professional development programmes for teachers in educational data analytics, investment in ICT infrastructure, and the inclusion of data literacy components in the secondary accounting curriculum. The study concludes that unlocking the potential of data analytics in accounting education is both timely and essential for aligning school pedagogies with 21st-century accounting practices. Strategic integration of data analytics can foster deeper conceptual understanding, bridge the gap between theory and practical learning, and enhance learner performance in accounting.
Co-Authors Dube, Bekithemba Schlebusch, Carlie Luzaan