Challenges of Teaching Accounting in Rural Secondary Schools in South Africa: Systematic Review

Sithembele Goodman Ndovela, Khulekani Wiseman Myeza

Abstract


This study sought to explore the teaching of accounting in rural secondary schools, with a focus on the challenges teachers face when teaching Accounting in rural schools. The research study is underpinned by Social Constructivism theory, which emphasises the importance of understanding in learning and the role of social interaction in cognitive development. The study employed a qualitative-research approach located within the traditions of the interpretivism paradigm. Literature relevant to the phenomenon was reviewed, and themes that emerged from the articles were discussed. Data analysis was conducted using thematic analysis. The findings revealed significant challenges in teaching Accounting in rural secondary schools, including inadequate resources, lack of qualified teachers, professional development, language of teaching and learning, and learners’ lived experiences.  Based on the findings, the study recommends the development of context-specific accounting curricula, the provision of resources and training of teachers, and the establishment of partnerships between schools and local businesses. The study contributes to the existing body of knowledge on accounting education and provides insights for policymakers, educators, and researchers seeking to improve accounting education in rural secondary schools.

Keywords


Accounting; Challenges; Resources; Rural schools; Rurality

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DOI: https://doi.org/10.17509/ijert.v5i2.82819

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