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Methods that teachers use to teach accounting in large Grade 12 classes in Eswatini

Muntuwenkosi Abraham Mtshali
Mkhize Msizi
Nolwazi Ntombela


In the main, convergent mixed-methods study on which this article reports, we explored Grade 12 accounting teachers’ experiences of  teaching in large classrooms in the Manzini region of Eswatini. As part of teachers’ experiences, the methods that the teachers used to  teach were also explored. Purposive sampling was used to select 25 accounting teachers from 10 schools (5 schools from rural areas and  5 schools from urban areas) who taught accounting classes with more than 35 Grade 12 learners. The selected teachers completed  questionnaires for the quantitative component of the study. Purposive sampling was used to select 10 participants who were interviewed  and observed on the basis of meeting the criterion set out above for the qualitative component of the study. The Statistical Package for  Social Sciences (SPSS) for quantitative data analysis, and thematic analysis for qualitative data analysis were used. We found that the  most dominant methods used by teachers to teach accounting in large Grade 12 classes in Eswatini were group discussions, question and  answer, lecturing and demonstration methods. With the study we extended awareness of methods that teachers in emerging  economies can use to cope with teaching accounting in large Grade 12 classes, and we propose further approaches to be considered to  make teaching this subject in large classes sustainable. 

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eISSN: 2076-3433
print ISSN: 0256-0100