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First year student teachers' perceptions of their constructivist classroom learning environments in accounting 1 and implications for teacher educators

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dc.contributor.advisor Matoti, S.N.
dc.contributor.advisor Alexander, G.
dc.contributor.author Mapuya, Medson
dc.date.accessioned 2018-07-09T11:56:32Z
dc.date.available 2018-07-09T11:56:32Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/11462/1423
dc.description Published Thesis en_US
dc.description.abstract This mixed methods study was carried out at Central University of Technology, Free State, Welkom Campus. Its aim was to investigate the perceptions of first year student teachers about their constructivist classroom learning environments in Accounting 1 and implications of such perceptions for teacher educators. The ultimate goal was to develop strategies to improve and enhance a positive constructivist classroom learning environment. The study is grounded in constructivism and viewed the learning environment from the socio-ecological approach paradigm. The population was all the first year Bachelor of Education (B.Ed.) Accounting students. Convenience sampling was used to select a study sample of 112 students. Data was collected using a questionnaire called the Constructivist Learning Environment Survey (CLES). The CLES was adopted and adapted for use in this study as it had already been tested for reliability and validity by its developers. Students’ responses of their perceptions were measured on a 5 point Likert-type scale in seven categories. Semi-structured interviews were used to supplement questionnaire data. The quantitative data revealed positive perceptions of students in aspects regarding learning to speak out, learning to communicate, an interest in accounting and teacher support in Accounting. The study further revealed that students were not satisfied with some aspects in the learning to learn category. Although they were partially satisfied with the learning about the world and learning about accounting aspects, the qualitative findings showed that more needed to be done to improve their satisfaction and create positive perceptions. It was revealed that the students remained alienated and marginalized from the designing and planning of their academic activities and the overall classroom instruction. The findings pointed to the need for teaching staff to move away from standardized lectures to customized instruction which acknowledges that every student in the classroom has different needs and abilities. The study recommends that lecturers should strive towards promoting constructivist learning environments in their classrooms where constructivist ideas and principles are encouraged. To this effect, they need to be equipped with the necessary skills and competencies to create social constructivist classrooms and learning environments. en_US
dc.format.extent 5 701 066 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Bloemfontein: Central University of Technology, Free State en_US
dc.title First year student teachers' perceptions of their constructivist classroom learning environments in accounting 1 and implications for teacher educators en_US
dc.type Thesis en_US
dc.rights.holder Central University of Technology, Free State

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