n Education as Change - Computer-assisted instruction and academic achievement in accounting at South African high schools
|Article Title||Computer-assisted instruction and academic achievement in accounting at South African high schools|
|© Publisher:||UNISA Press|
|Journal||Education as Change|
|Author||Bernard Fridman, Nazreen Dasoo and Ray Basson|
|Publication Date||Jul 2003|
|Pages||21 - 33|
ISI Social Science
In the twenty-first century, computers and information technology are a critically important part of the commercial, financial and industrial environment. The Accounting curriculum and milieu in South African schools has lagged behind this technological advancement, as Accounting teachers still predominantly use the traditional 'chalk and talk' method of instruction, to the exclusion of computerassisted instruction. This study was carried out at two South African high schools, to investigate the effect of computer-assisted instruction on learner performance in Accounting. Firstly, a quantitative research methodology was used to evaluate which of the two pedagogies would be optimal for learning Accounting. Secondly, qualitative analysis was used to ascertain the effect that computer-assisted instruction might have on the Accounting milieu. The findings of this study suggest that in the first instance the use of the two pedagogies showed no statistical difference in the performance of the learners. In the second instance a significant finding showed that if computer-assisted instruction was used in conjunction with the traditional 'chalk and talk' method of instruction, it had many positive effects on the Accounting milieu. The research provided evidence that computer-assisted instruction increased the learner's problem-solving skills, motivation and interest in Accounting. Learners' understanding of the relevance of computers in the commercial, financial and industrial environment was enhanced.
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