Assessing the pedagogical content knowledge of accounting teachers in senior high schools in the Central region of Ghana

Abstract

Accounting teachers. ability to identify the learning difficulties of their students is a crucial part of teachers. Pedagogical Content Knowledge. Accounting is a subject that most students have difficulty in learning, which is exhibited in their performance. Timely identification of the learning difficulties of accounting students by accounting teachers in order to provide timely intervention measures will be of much importance to the students and all stakeholders in education. The purpose of this study was to find out the pedagogical techniques senior high school accounting teachers use to identify and address the learning difficulties of their students. Descriptive design was used to survey 72 accounting teachers in the Central Region. Questionnaire was used to sample the views of the respondents whilst descriptive statistics were employed to analyse the resulting data. The outcome of the study revealed that accounting students commit minor errors and careless mistakes; large class size also poses difficulties to students. learning. Accounting teachers confirmed that during scoring and grading of students. scripts, they are able to identify their students. learning difficulties. Strictly adhering to accounting laws and principles was the major intervention measure accounting teachers used to address their students. learning difficulties. It is recommended that accounting, teachers become extra careful and methodical in presenting facts in class; they are entreated to spend quality time with students so as to diagnose their problems early enough to address them in time. Central and local governments should provide some more classrooms to ease the pressure on the already existing ones.