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Accounting teachers’ experiences of communal feedback in rural South Africa
Open accessAbstract
This paper explores teachers’ experiences of providing feedback to accounting learners in a selected rural school in South Africa. In terms of the Curriculum and Assessment Policy Statement (CAPS) for Accounting, assessment is viewed as an integral part of teaching and learning, with emphasis on continuous provision of feedback. Providing continuous feedback to learners in this manner influences the way in which the subject is taught and assessed. In this paper I adopted a qualitative case study design to understand teachers’ experiences in providing feedback to their accounting learners. Three accounting teachers teaching in the Further Education and Training Phase in one rural school were purposively selected for this study. Semi-structured interviews and lesson observations were employed to gain responses to the key research question. Thematic content analysis was carried out on the data collected. What emerged from the findings is that the contextual constraints that accounting teachers in a rural school face impede the quality and provision of constructive and timely feedback. This causes teachers to devise their own strategies of providing feedback.
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“The literature shows that these curriculum changes affect teachers adversely since many of them do not specialise in EMS (Ngwenya, 2019).”
From Exploration of curriculum changes in the learning and teaching methods of economic and management sciences (2025) · cites this paper as Ngwenya, 2019
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Developing the theory of formative assessment
Black, P., & Wiliam, D. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9068-5 · Cited by 3,301 · cited 4×
“According to Black and Wiliam (2009), teachers should provide feedback that enhances learners’ learning.”
BackgroundInfluentialWhat is assessment for learning
Wiliam, D. (2011) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2011.03.001 · Cited by 1,282
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Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966
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Cited by
Sorted by citations
Mathebula, D., Nkondo, L. G., Dlamini, N. P., & Khumalo, P. N. (2025) · Journal of Education · doi:10.17159/2520-9868/i97a08 · Cited by 2
Metadata
- Authors
- Department of Commerce, S. O. E., & Ngwenya, J.
- Corresponding author
- Ngwenya, Jabulisile
- ORCID
- Ngwenya, Jabulisile
- Venue
- South African Journal of Education
- Published
- 2019-12-31
- Volume
- 39
- Issue
- S2
- Pages
- 1-10
- ISSN
- 0256-0100 (ISSN-L)
- 2076-3433
- OpenAlex
- W3004814028
- Cited by
- 16
- References
- 5
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 1 · 2023: 2 · 2022: 3 · 2020: 1
- FWCI
- 2.51
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- South African Journal of Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Business, Management and Accounting › Accounting › Accounting Education and Careers
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- feedback to learners, accounting education, teacher experiences, rural schools, Curriculum and Assessment Policy Statement, assessment, contextual constraints, feedback strategies, South Africa
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- Department of Commerce, S. O. E., & Ngwenya, J. (2019). Accounting teachers’ experiences of communal feedback in rural South Africa. South African Journal of Education. https://doi.org/10.15700/saje.v39ns2a1502
