https://cris.library.msu.ac.zw//handle/11408/248 Mon, 29 Jun 2026 05:36:50 GMT 2026-06-29T05:36:50Z https://cris.library.msu.ac.zw//handle/11408/7124 Title: Challenges Faced by High Schools in Offering Accounting at Advanced Level in Lusulu Cluster in Binga. Authors: Mhungu, Precious Abstract: The main thrust of this study was to investigate the challenges encountered by high schools in offering accounting at advanced level in Lusulu Cluster of Binga District. The researcher used both quantitative and qualitative research approach in collecting and analysing data to achieve the objectives of the research study. The descriptive research design was used to describe and access the phenomenon of challenges in the teaching and learning of accounting in Lusulu cluster of Binga district. Purposive sampling method was used to select participants from three different high schools in Lusulu Cluster. Face-to-face in-depth interviews, questionnaires and document analysis were used to collect the data. Themes were drawn from the responses of the participants and these were analysed. The study revealed many challenges encountered by schools in offering accounting at advanced level. Some of the challenges revealed were lack of supportive teaching and learning material, shortage of trained accounting teachers, lack of experience among accounting teachers, teachers not trained in accounting, insufficient content among untrained teachers and poor teaching strategies used by teachers. The study also revealed lack of accounting background among some learners as a factor militating against the effective teaching and learning of accounting. The study revealed that there is a lack of parental involvement and support in the education of their children, which negatively affects the teaching and learning of accounting. Limited commitment from teachers and learners was also revealed as one of the challenges in teaching and learning accounting. The researcher made recommendations towards mitigating the effects of the challenges in teaching and learning of accounting. The provision of sufficient supportive teaching and learning materials by schools was one of the measures suggested by the research study to reduce the challenges encountered by schools in offering accounting. Wed, 01 Jan 2020 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/7124 2020-01-01T00:00:00Z Mhungu, Precious https://cris.library.msu.ac.zw//handle/11408/3036 Title: Problems associated with the use of ICT as media in teaching of principles of accounts at ordinary level in Buhera central in Mudanda cluster Authors: Katanganda, Betina Abstract: This study focused on the problems associated with the use of ICT as teaching media in Principles of Accounts at Ordinary Level in Buhera Central Mudanda Cluster. The study was motivated by the need to improve the need to improve use of ICT as media. The problem was that Principles of Accounts teachers’ were not fully integrating technology as media in teaching at Ordinary Level. The study therefore looked at the uses of technology and challenges faced by teachers in using technology as media. There is a great need for using ICTs as media such as computers, internet and overhead projector in teaching of Principles of Accounts. Despite the importance of computers, few teachers’ are using as ICT media. A critical literature review was done which revealed that Principles of Accounts teachers’ are facing challenges such as lack of training shortage of time, lack of school support and lack of equipment. The accessible population comprises of ten schools and a sample of three schools was chosen purposively. Respondents’ names were chosen by random sampling technique which gave each teacher an equal chance of being chosen. Six Principles of Accounts teachers responded to questionnaires while 3 heads of schools were interviewed. The research study employed descriptive research design because it enabled the researcher to go into the field and collect data using questionnaires and school heads interviews. The research findings revealed that Principles of Accounts teachers are faced with various challenges such as lack of ICT training, insufficient computer equipment, insufficient time, lack of support from the administration and lack of confidence. The Principles of Accounts teachers are expected to benefit from this research through realization of their need for staff training and development. To collect data questionnaires and interviews were used. The study concluded that with adequate training, technologies and time, there is a greater probability that more teachers will use ICTs as media for teaching Principles of Accounts. It is also recommended that the Ministry of Education should make ICT compulsory and reduce the number of loads for Principles of Accounts to increase planning time. Additionally there is also need to give support such as staff development training as a way to increase the use of ICT in teaching Principles of Accounts. Sun, 01 Jan 2017 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/3036 2017-01-01T00:00:00Z Katanganda, Betina https://cris.library.msu.ac.zw//handle/11408/2958 Title: Perceptions of ordinary level learners who do not register for examinations in principles of accounts: a case of Watershed cluster in Marondera district Authors: Tsvande, Monica Abstract: The researcher investigated on why learners do not register for examinations in Principles of Accounts at Ordinary Level in Watershed Cluster in Marondera District. The background of the study highlighted a decline in the enrolment figures in Principles of Accounts and this prompted the researcher to investigate on the factors that influence learners not to register for examinations in Principles of Accounts. The researchers‟ hope is that the study will be of significance to various stakeholders. Scholarly possible strategies that can be instituted to persuade learners to register for examinations in Principles of Accounts were reviewed in existing literature. The researcher employed the descriptive survey research design and the population comprised of eight schools which were offering Principles of Accounts at Ordinary level where only four schools were used as a sample. The researcher used the simple random sampling procedure to select the Ordinary Level learners who did not register for examinations in the subject. Purposive sampling procedure was used to select the four heads of commercial subjects departments and teachers of Principles of Accounts teachers at Ordinary Level. The instruments used to collect data were an interview guide and a questionnaire. The collected data was presented using tables and graphs. The researcher found out that lack of enough textbooks in the schools in Principles of Accounts, lack of Accounting background of most students and also low pass rates in the subject were the major factors that contributed to low registration numbers in the subject for examinations at Ordinary Level. The researcher recommends that schools should provide the commercial subjects departments with adequate teaching and learning materials in order to improve enrolment figures in the subject. Accounting teachers were encouraged to expose their learners to the actual practical accounting activities and other resources at their disposal for them to study on their own. Teachers, administrators and qualified professionals in Accounting are encouraged to write Accounting textbooks which will be sold to schools at reasonably lower prices that are affordable by schools. Accounting should also have legislation backing which will make the subject one of the compulsory core subjects. Sun, 01 Jan 2017 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/2958 2017-01-01T00:00:00Z Tsvande, Monica https://cris.library.msu.ac.zw//handle/11408/2307 Title: Impact of the director`s circular no 36 of 2006 on the assessment and evaluation of teaching and learning in accounts at Ordinary Level in Mbare Secondary Schools Authors: Manenji, Barbra Abstract: The study focused on assessing the effectiveness of the Director’s Circular No P36 of 2006 in the teaching and learning of Accounting at Ordinary level in Harare Province of Zimbabwe. The study came about after realising the Circular P36 of 2006 which was adopted as the lone evaluation and assessment tool for teachers. The study, therefore, aimed at assessing teachers’ perceptions on the use of Circular P36 of 2006 in the assessment and evaluation as well as to evaluate the challenges faced by teachers in implementing the policy, assess its impact and lastly, find out strategies to mitigate challenges faced by teachers in implementing the Circular P36 of 2006. The study was conducted in a qualitative approach using a case study design in which four secondary schools were randomly selected in cluster 14 Mbare/Hatifield District in Harare Province. The study targeted all the Accounts Ordinary level classes but since the study was more concerned with the assessment and evaluation of teachers in the teaching and learning the study sample comprised of the eight (8) Accounts teachers and four (4) Heads of Departments purposively selected from the four schools respectively. Data was generated mainly through questionnaires self-administered to the eight Accounts teachers and face to face interviews with four Heads of the Accounts Departments in the study. The study found out that teachers were not confident in the education policy P36 of 2006 and perceived the policy as inadequate as a standalone assessment and evaluation tool although the policy has a fairly equal opportunity to enhance teachers’ performance in the teaching and learning of Accounting. Major challenges noted in implementing the policy were overloads; compromised on teacher-pupil individual attention; the nature of the Accounting topics learnt at O’ level; nature of the Accounting exercises; inadequate time allocation and shortages of Accounting learning support materials. Lastly, the educational policy was noted as being incompatible with other teaching approaches such as collaborative/pupil-centered, hence, the study recommends that there is a need to revisit the educational policy in line with current teacher-pupil ratios and the textbooks being used in schools. There is also need to reconsider time allocation for the lesson or periods per week, make the policy explicit on expectations, time allocations per lesson and periods per work. Sat, 01 Oct 2016 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/2307 2016-10-01T00:00:00Z Manenji, Barbra