Abstract:

Research has found that many sectors within the Accounting education fraternity, including universities have identified shortcomings in the teaching and learning of Accounting. This includes difficulty with problem-solving, poor abstract reasoning skills, lack of basic skills (such as mathematical and language skills), and an inability to transfer academic knowledge to the workplace. For this study an explanatory mixed method design was used to investigate accounting classroom conditions in the Further Education and Training (FET) Phase in South Africa. A descriptive survey research study with a heterogeneous group of learners and teachers was conducted in the first phase. In the qualitative phase, semi-structured individual interviews with learners and teachers, as well as observations in the Accounting classroom were employed to gain more in-depth understanding of the learning conditions in the Accounting classroom. The findings of the empirical research informed the development of a model as a classroom intervention capacity building tool for teachers in Accounting supporting them to use more effective teaching methods and create positive learning conditions in order for all learners to experience successful learning. The model proposes effective teaching and learning strategies and methods that develop 21st century skills and can have a positive influence on the learners’ success in the subject.

Keywords:

Accounting classroom environment, Positive Education, Learning conditions, Effective Teaching and learning strategies in Accounting.