Year: 2016
Type: dissertation
Abstract: This dissertation reports on a study that was conducted on six Accounting teachers in South \nAfrican private schools in Gauteng. The focus of this study was on the motivational aspects \nthat influence Accounting teachers attitudes towards Computer Aided Learning (CAL). \nThese Accounting teachers had access to computers and application software, and had \nreceived training to use CAL as a teaching strategy. \nThe Accounting profession now requires electronic Accounting skills, as electronic systems \nhave replaced manual Accounting systems. As a result, secondary, tertiary, and professional \nAccounting has been greatly affected. In terms of this, Accounting teachers in South Africa \nappear to predominantly practice traditional teaching strategies. It seems that they tend to \noverlook the positive impact that CAL can have on learners preparation for the real world of \nwork. This tendency is seemingly perpetuated by the intrinsic and extrinsic aspects \nmotivating Accounting teachers use of computers. Consequently, learners do not have the \nopportunity to use Accounting software in the classroom because their teachers hesitate to \nuse computers as a teaching strategy. \nThis study engaged a qualitative approach, which allowed me to use questionnaires and \nstructured interviews as data collection strategies to answer the research questions. This \nmultiple case study design was applied to explore the differences within and between the six \nparticular cases that were focused on. The theoretical framework of this study was the Self- \nDetermination Theory. The conceptual framework that was adopted was derived from Ryan \nand Deci s (2000) Self-Determination Continuum, which focuses on the degree to which \nbehaviour is self-determined by means of a continuum. \nThis study found that even in well-resourced schools Accounting teachers are sceptical of \nupdated ways of teaching, and are thus hesitant to move from clear zones of comfortable \nexpertise and known methods to more digitally supported experimental teaching and learning \nmethods. Congruence as an extrinsic aspect was found to influence Accounting teachers \nmotivation the most as motivation to implement CAL. This study therefore recommends that \ncomprehensive training and support should be provided to teachers to enable them to \nintegrate CAL in their classrooms.
Author: Magrietha Breedt
Language: English
Subfield: Accounting
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2522476503