Abstract:
The study assessed teaching practices of Accounting teachers from selected
Senior High Schools (SHSs) in the Central and Brong Ahafo Regions of Ghana.
The study was rooted in the pragmatist philosophy which employs the mixed
methods approach. The convergent parallel design was adopted for the study.
Accounting teachers and students. The multistage sampling technique was used in selecting 81 teachers and 482 students from the selected schools. Twelve purposively selected teachers were observed and interviewed. Data was gathered using questionnaire, observation and interview guide. Descriptive statistics (frequencies and percentages, and mean and standard deviation) were used to analyse the quantitative data. The results of the study indicated that Accounting teachers employ appropriate strategies to introduce their lessons, and state clear objectives. However, they do not write comprehensive lesson notes but have skeletal plans that guide their teaching. They do not plan to use appropriate Teaching Learning Resources to enhance teaching and learning. The study further showed that Accounting teachers projected their voices louder and clearer enough during instructional periods, exuded confidence, connected well to students’ prior knowledge, but their teaching was largely teacher-centered. Accounting students were minimally assessed through formal assessment procedures, which lacked higher order questions, and their participation was enhanced by the appropriate
reinforcement techniques. It was recommended that workshop and refresher
the use of TLRs to improve their pedagogical skills during lesson delivery.
