Peer tutoring as an intervention strategy in accounting education
| dc.contributor.advisor | America, C. G. | en_ZA |
| dc.contributor.author | De kock, Jinnie Christina | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. | en_ZA |
| dc.date.accessioned | 2021-12-06T09:47:50Z | |
| dc.date.accessioned | 2021-12-22T14:29:17Z | |
| dc.date.available | 2021-12-06T09:47:50Z | |
| dc.date.available | 2021-12-22T14:29:17Z | |
| dc.date.issued | 2021-12 | |
| dc.description | Thesis (MEd)--Stellenbosch University, 2021. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: In current times, limited accounting knowledge and understanding of accounting concepts by Grade 9 learners, as well as the number of learners choosing Accounting as a subject in Grade 10, are common and widespread. This study aimed to shed light on this occurrence and subsequently identified suitable strategies that may overcome the challenges often associated with limited knowledge and understanding. The purpose of this study was to investigate the intervention of Peer-Assisted learning (PAL) and the use of tutors in accounting. My supposition was that if PAL is facilitated, implemented, and fostered in accounting, it might just be of benefit to both teachers and learners. Therefore, when tutors are used in accounting, learners could understand accounting concepts better. This may improve their marks and make the subject more enjoyable, which can make Accounting an attractive option as a subject choice. The literature review revealed numerous factors that can influence accounting knowledge of Grade 9 learners and their attitude towards the subject. These factors include time constraints, big classes and lack of resources. The curriculum also only allows 40% of the allocated teaching time for the financial literacy part of the subject EMS. This place restrictions on the quality of interaction and feedback that teachers can offer their accounting students. From the literature review it became evident that learners learn through collaboration and from each other. I applied a mixed method research approach. The research design constituted an interactive, multiple case study in which I explored individual participants’ (learners’) experiences of taking part in a PAL programme and the effect such a programme had on their examination scores. This case study was based on several research cases (two Grade 8 and two Grade 9 groups) as they occurred at multiple research sites (each tutor had their own Google Classroom used for online lessons). Qualitative data was collected in the form of semi-structured individual interviews and a recording of the online lesson. This provided descriptions of what the Grade 8 and 9 learners expected from the intended intervention and subsequently what meaning they had from their experiences. Collecting quantitative data using a questionnaire as well as a pre- and post test (before and after the intervention) provided a numeric description of Grade 8 and 9 learners’ understanding of accounting concepts and their ability to apply these concepts before and after the Peer-Assisted Learning intervention. Quantitative data was analysed by using a computer software programme STATISTICA. For the Qualitative data, I conducted an inductive thematic analysis of my transcripts from the individual interviews and the observations. The findings of this study showed that PAL indeed enhances learners understanding of accounting concepts. As their knowledge and understanding improved, their enjoyment of the subject increased and their attitude towards accounting changed from negative to positive. This study has also shown that the use of a PAL programme led to a definite increase in academic performance of the Grade 8 and 9 Accounting learners that took part in the research and participants felt that the programme helped them to gain confidence. The study concludes that PAL is indeed a valuable intervention strategy in Accounting Education, but that the effectiveness of PAL largely depends on the commitment of the tutor and if the tutor is indeed able to share their knowledge with the tutees. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Daar is tans beperkte kennis en begrip van rekeningkundige konsepte by sowel Graad 9 leerders as leerders was kies om rekeningkunde as vak in Graad 10 te neem. Hierdie studie rig die fokus op dié hedendaagse verskynsel en identifiseer vervolgens relevante strategiee wat moontlik hierdie struikelblokke, meestal geassosieer met beperkte kennis en begrip, sal oorkom. Die doel van hierdie studie is om die intervensie van eweknie-leer ("Peer-Assisted Learning", hierna PAL) asook die gebruik van tutors in rekeningkunde te ondersoek. Tydens die aanvangs van hierdie studie het ek vermoed dat indien PAL in rekeningkunde gefasiliteer, geïmplementeer en bevorder word, dit moontlik voordeel vir beide onderwysers en leerders kan inhou. Wanneer daar tydens rekeningkunde lesse van tutors gebruik gemaak word, sal leerders rekeningkundige konsepte vinniger en beter verstaan. Dit kan dienooreenkomstig 'n verbetering in punte en ‘n meer genotvolle ervaring vir leerders verseker. Rekeningkunde word sodanig 'n meer aantreklike opsie as vakkeuse. Die literatuuroorsig het verskeie faktore aan die lig gebring wat die rekeningkundige kennis van Graad 9 leerders, asook hulle houding teenoor die vak, beinvloed. Hierdie faktore sluit in tydbeperkings, te groot klasse en 'n tekort aan hulpbronne. Die kurrikulum laat boonop slegs 40% van die geallokeerde tyd vir finansiele geletterdheid in EMS toe. Dit veroorsaak vervolgens beperkinge op die kwaliteit van interaksie tussen onderwyser en leerder en die terugvoering wat onderwysers aan hulle rekeningkunde leerders kan bied. Uit die literatuuroorsig blyk dit duidelik dat leerders deur samewerking by mekaar leer. Die navorsingsbenadering van hierdie studie het binne 'n paradigma met 'n gemengde metodologie plaasgevind. Die navorsingsontwerp het 'n interaktiewe, veelvoudige gevallestudie vereis waartydens die ervarings van individuele deelnemers (leerders) van die PAL program, asook die effek op hulle eksamenpunte, ondersoek is. Hierdie gevallestudie was gebaseer op verskeie navorsingsgevalle (twee Graad 8 en twee Graad 9 groepe) en dit het op verskeie navorsingspersele plaasgevind; elke tutor het aanlynklasse aangebied in private, individuele Google Classrooms. Kwalitatiewe data in die vorm van semi-gestruktureerde individuele onderhoude (opgeneem tydens aanlynklasse) was versamel. Hieruit het dit duidelik geword hoe die Graad 8 en 9 leerders die bepaalde intervensie ervaar het; die studie bied ook terugvoering oor leerders se ervaring. ‘n Voor- en natoets (voor en na die intervensie) is versamel as kwalitatiewe data. Dit bied 'n numeriese beskrywing van die Graad 8 en 9 leerders se begrip van rekeningkundige konsepte en hulle vermoe om hierdie begrippe toe te pas. Die data voor en na die PAL intervensie is met mekaar vergelyk. Kwantitatiewe data is deur 'n deskundige in die veld van statistieke analise vergelyk. 'n Rekenaar sagteware program, STATISTICA, is gebruik om die data te analiseer. Vervolgens is ‘n induktiewe tematiese analise van die individuele onderhoude en observasies geloods. Die bevindinge in hierdie studie toon dat PAL inderdaad leerders se begrip van rekeningkundige konsepte verbeter. Leerders geniet die vak meer namate hulle begrip en kennis verbeter het en hulle meer selfvertroue ingepalm het. Hierdie studie toon ook dat die gebruik van 'n PAL program tot 'n daadwerklike verbetering in akademiese prestasie van die betrokke Graad 8 en 9 rekeningkunde leerders sal lei. Hoewel hierdie studie uiteindelik PAL as waardevolle intervensie strategie in die onderrig van rekeningkunde bewys, is dit egter hoofsaaklik effektief wanneer die tutor nou verbind is aan die projek en wel daartoe in staat is om die nodige kennis en ervaring met die leerders te deel. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | xviii, 242 pages : illustrations | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/123922 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Accounting -- Study and teaching | en_ZA |
| dc.subject | Peer teaching | en_ZA |
| dc.subject | Peer-assisted learning (PAL) | en_ZA |
| dc.subject | UCTD | |
| dc.title | Peer tutoring as an intervention strategy in accounting education | en_ZA |
| dc.type | Thesis | en_ZA |