Accounting students learning difficulties and associated interventions: The views of accounting teachers

Abstract

The study investigated the major learning difficulties Senior High School accounting students had and the interventions accounting teachers used to address them. This rather focused only on the views of the accounting teachers. Through a descriptive survey, 72 accounting teachers were studied. These respondents were selected from 47 public SHS in the Central Region. Questionnaire was administered to them and the associated data was analysed using means and standard deviation. The study revealed that minor errors and careless mistakes were the major learning difficulties that accounting students faced while inattention in class was found to be the least profound. To avert the situation, accounting teachers implored students to adhere strictly to accounting laws and principles. The accounting teachers actively involved their students during teaching and learning and also broke tasks into manageable pieces as ways of addressing the difficulties that accounting students encountered. It is accordingly recommended that, accounting teachers become extra careful and methodical in presenting facts in class. They must ensure that students are attentive to details and stick to formalised presentation of factual information and figures in accounting. Itpays for the teachers to go round supervising the work of students as they perform an activity in class so as to ensure that a timely intervention could be provided when the students are going wayward.