Impact of Teaching Delivery Mode on the Performance of Accounting Students at Tertiary Level

Description

Wanjau Dolly N., Netshandama Maluta J., Ncongwane Fezile, Dandane Khutso D., Moloi Makgala A., Mbambale-Mathobo Lindelani L., Daba Nndanduleni K., Maine Moleboheng M., Moutloatse Kenosi Y., Scheepers Madri, Maila Jan P., Padi Guilty E., and Nhorito Shadreck (Department of Accounting, Faculty of Economics and Finance, Tshwane University of Technology, Pretoria South Africa)

The study focused on the impact of teaching delivery mode on the performance of accounting students at the tertiary level. The study revealed that several teaching modes became popular during the time of COVID-19. Several teaching deliveries such as, virtual learning, blended learning, and distance learning modes were popular at the expense of the traditional face to face delivery mode. The problem of the study is the failure of new modes of teaching delivery methods to achieve high pass rates amongst accounting students. The specific objectives; to establish various modes of teaching delivery in accounting, to analyse the impact of different modes of teaching delivery on the performance of the accounting students and to establish strategies for effective teaching and learning accounting at tertiary education. The study is guided by two theories study is guided by two theories, namely the blended learning theory and the transactional distance learning theory. The study is guided by various types of methodologies. The research philosophy of the study is positivism, supported by a quantitative research strategy. A correlational research design was developed to find the relationship between the independent variable and the dependent variable.