The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
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
Rethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966
Research works printed but not linked: 40
- Almajed AK & Hamdan A 2015. English language and accounting education. European Journal of Accounting Auditing and Finance Research, 3(6):12-25. Available at http://www.eajournals.org/wp-content/uploads/English-Language-and-Accounting-Education.pdf. Accessed 10 October 2019.
- Barac K & Du Plessis L 2014. Teaching pervasive skills to South African accounting students. Southern African Business Review, 18(1):53-79. https://doi.org/10.25159/1998-8125/5645 · DOI
- Cohen L, Manion L & Morrison K 2011. Research methods in education (7th ed). London, England: Routledge.
- Creswell JW 2012. Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Boston, MA: Pearson.
- Du Plessis P 2014. Problems and complexities in rural schools: Challenges of education and social development. Mediterranean Journal of Social Sciences, 5(20):1109-1117. https://doi.org/10.5901/mjss.2014.v5n20p1109 · DOI
- Evans E & Cable D 2011. Evidence of improvement in accounting students' communication skills. International Journal of Educational Management, 25(4):311-327. https://doi.org/10.1108/09513541111136612 · DOI
- Evans L 2010. Observations on the changing language of accounting. Accounting History, 15(4):439-462. https://doi.org/10.1177%2F1032373210373619 · DOI
- Fasasi KA & Amadi GU 2015. The problems of teaching and marking English language essays in large classes in Nigerian secondary schools: Some panaceas. IOSR Journal of Humanities and Social Science, 20(7):31-36. https://doi.org/10.9790/0837-20723136 · DOI
- Fortin A & Legault M 2010. Development of generic competencies: Impact of a mixed teaching approach on students' perceptions. Accounting Education, 19(1-2):93-122. https://doi.org/10.1080/09639280902888195 · DOI
- Francis M 2011. But will it improve their writing? The use of verbal, peer and written feedback as formative assessments. Journal of Classroom Research in Literacy, 4:15-23. Available at https://jcrl.library.utoronto.ca/index.php/jcrl/article/view/13021/pdf. Accessed 5 October 2019.
- Glesne C 2015. Becoming qualitative researchers: An introduction (5th ed). Boston, MA: Pearson.
- Gonida EN & Cortina KS 2014. Parental involvement in homework: Relations with parent and student achievement‐related motivational beliefs and achievement [Special issue]. British Journal of Educational Psychology, 84(3):376-396. https://doi.org/10.1111/bjep.12039 · DOI
- Harris LR, Brown GTL & Harnett JA 2014. Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability, 26(2):107-133. https://doi.org/10.1007/s11092-013-9187-5 · DOI · Paper page
- Hlalele D 2014. Rural education in South Africa: Concepts and practices. Mediterranean Journal of Social Sciences, 5(4):462-469. https://doi.org/10.5901/mjss.2014.v5n4p462 · DOI
- Jackson D & Chapman E 2012. Non-technical skills gaps in Australian business graduates. Education + Training, 54(2/3):95-113. https://doi.org/10.1108/00400911211210224 · DOI
- Jones A 2010. Generic attributes in accounting: The significance of the disciplinary context. Accounting Education, 19(1-2):5-21. https://doi.org/10.1080/09639280902875523 · DOI
- Koen MP 2011. Exploring assessment for learning in one higher education classroom. MEd thesis. Stellenbosch, South Africa: University of Stellenbosch. Available at https://scholar.sun.ac.za/handle/10019.1/6846. Accessed 4 October 2019.
- Küçükler H & Kodal A 2019. Foreign Language teaching in over-crowded classes. English Language Teaching, 12(1):169-175. https://doi.org/10.5539/elt.v12n1p169 · DOI
- Letshwene MJ 2014. Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng province. MEd dissertation. Pretoria, South Africa: University of South Africa. Available at http://uir.unisa.ac.za/bitstream/handle/10500/19029/dissertation_letshwene_mj.pdf?sequence=1. Accessed 4 October 2019.
- Makgopa M & Mokhele M 2013. Teachers' perceptions on parental involvement: A case study of two South African schools. Journal of Educational and Social Research, 3(3):219-225. https://doi.org/10.5901/jesr.2013.v3n3p219 · DOI
- Marais P 2016. "We can't believe what we see": Overcrowded classrooms through the eyes of student teachers. South African Journal of Education, 36(2):Art. # 1201, 10 pages. https://doi.org/10.15700/saje.v36n2a1201 · DOI
- Mathekga SS 2016. Teachers' perceptions of parental involvement in children's education in rural Limpopo Province schools. MEd dissertation. Pretoria, South Africa: University of South Africa. Available at http://uir.unisa.ac.za/bitstream/handle/10500/20009/dissertation_mathekga_ss.pdf?sequence=1&isAllowed=y. Accessed 4 October 2019.
- Matshe PFA 2014. Challenges of parental involvement in rural public schools in Ngaka Modiri Moleme District of North West province (South Africa). International Journal of Humanities Social Sciences and Education, 1(6):93-103. Available at https://s3.amazonaws.com/academia.edu.documents/35600449/13.pdf_matshe.pdf?response-content-disposition=inline%3B%20filename%3DChallenges_of_Parental_Involvement_in_Ru.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIWOWYYGZ2Y53UL3A%2F20190930%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20190930T143220Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=dbed47752eea9722564a86ac7712fc6284a9ec65bbca59c6ad6fdafeb6e38445. Accessed 30 September 2019.
- McCord MB 2012. Exploring effective feedback techniques in the ESL classroom. The Language Arts Journal of Michigan, 27(2):41-45. https://doi.org/10.9707/2168-149X.1905 · DOI
- Mncube V 2009. The perception of parents of their role in the democratic governance of schools in South Africa: Are they on board? South African Journal of Education, 29(1):83-103. Available at http://www.sajournalofeducation.co.za/index.php/saje/article/view/231/138. Accessed 30 September 2019. · DOI
- Moore C & Teather S 2013. Engaging students in peer review: Feedback as learning [Special issue]. Issues in Educational Research, 23(2):196-211. Available at https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1008&context=ecuworks2013. Accessed 29 September 2019.
- Mtika P 2011. Trainee teachers' experiences of teaching practicum. Issues, challenges, and new possibilities. Africa Education Review, 8(3):551-567. https://doi.org/10.1080/18146627.2011.618715 · DOI
- Mukeredzi TG 2013. Professional development through teacher roles: Conceptions of professionally unqualified teachers in rural South Africa and Zimbabwe. Journal of Research in Rural Education, 28(11):1-17. Available at http://sites.psu.edu/jrre/wp-content/uploads/sites/6347/2014/02/28-11.pdf. Accessed 29 September 2019.
- Ngwenya JC 2012. Formative assessment in Accounting: Exploring teachers' understanding and practices. PhD thesis. Durban, South Africa: University of KwaZulu-Natal.
- Ngwenya JC 2016. Rural as potential, not pathology: A case of rural Accounting teachers' practices in South Africa. Journal of Human Ecology, 53(1):39-48. https://doi.org/10.1080/09709274.2016.11906954 · DOI
- Nicol D 2010. From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5):501-517. https://doi.org/10.1080/02602931003786559 · DOI · Paper page
- O'Donovan B, Rust C & Price M 2016. A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, 41(6):938-949. https://doi.org/10.1080/02602938.2015.1052774 · DOI
- Okeke CI 2014. Effective home-school partnership: Some strategies to help strengthen parental involvement. South African Journal of Education, 34(3):Art. # 864, 9 pages. https://doi.org/10.15700/201409161044 · DOI
- Parr JM & Timperley HS 2010. Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15(2):68-85. https://doi.org/10.1016/j.asw.2010.05.004 · DOI
- Plaatjies PM 2013. Grandparent-headed families' influence on the academic performance of secondary school learners in Port Elizabeth district. Master of Education in Socio-Education dissertation. Pretoria, South Africa: University of South Africa. Available at http://uir.unisa.ac.za/bitstream/handle/10500/8923/dissertation_plaatjies_pm.pdf?sequence=1&isAllowed=y. Accessed 28 September 2019.
- Radu BM 2011. Parental involvement in schools. A study of resources, mobilization, and inherent inequality. Journal of Comparative Research in Anthropology and Sociology, 2(2):103-115. Available at http://compaso.eu/wp-content/uploads/2011/12/Compaso2011-22-Radu.pdf. Accessed 28 September 2019.
- Shah J & Inamullah HM 2012. Overcrowded classrooms: A serious problem for teachers. The Journal of Educational Strategies, 5(1):772-789.
- Shamim F & Kuchah K 2016. Teaching large classes in difficult circumstances. In G Hall (ed). The Routledge handbook of English language teaching. London, England: Routledge. · DOI
- Tang J & Harrison C 2011. Investigating university tutor perceptions of assessment feedback: Three types of tutor beliefs. Assessment & Evaluation in Higher Education, 36(5):583-604. https://doi.org/10.1080/02602931003632340 · DOI
- Tucker B 2012. The flipped classroom. Education Next, 12(1):82-83. Available at http://www.msuedtechsandbox.com/MAETELy2-2015/wp-content/uploads/2015/07/the_flipped_classroom_article_2.pdf. Accessed 28 September 2019.
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
