The purpose of this study was to gauge the quality of use of pre-tertiary Accounting curriculum in Ghana’s secondary schools using Concerns-Based Adoption Model Level of Use as a proxy. Using an equivalent status sequential mixed methods design, 155 out of a population of 402 senior high school accounting teachers were selected at random to participate in the study. Both Levels of Use Questionnaire and Interview Guides were used to collect data. All the teachers responded to the questionnaire. Out of the 155, only 30 of them were selected on purpose to participate in the interview. Data was analysed with help of frequencies, percentages, and themes. The study found that even though most teachers implemented the accounting curriculum sustainably, others’ use of the curriculum was mediocre. The quality of use of the curriculum was shaped by teachers’ perceived relevance of the curriculum, level of difficulty of topics, availability of teaching aids, interest of the teacher, availability of curriculum materials, and freedom offered teachers to implement the curriculum.
The study sought to ascertain how the Farmer Business School (FBS) introduced in 2012 by the Ghana Cocoa Board as an extension approach makes the Ghanaian cocoa farmer more business and entrepreneurially minded. The research methods included using the descriptive survey and multi-stage sampling techniques to cover the six cocoa regions and 600 cocoa farmers. The 600 cocoa farmers selected were made up of 230 non-participants and 370 participants of the FBS. In terms of competency, the results showed that FBS participants had greater knowledge, a more positive attitude, and better skills than non-participants. In terms of market orientation, FBS participants were more competitor oriented, had less intelligence generation, were less market responsive, had less intelligence dissemination, had more customer emphasis, and had more interfunctional coordination than non-participants. The market orientation of cocoa farmers can be enhanced by provision of relevant practical experience for attitudinal change.
The study examined preservice teachers’ self-efficacy in teaching cost accounting at the pretertiary level. It employed the descriptive cross-sectional survey design involving final year preservice accounting teachers at the University of Cape Coast. An adapted questionnaire referred to as Teacher Self-Efficacy and Mastery Experience Scale (TSEMES) was used to gather relevant data complemented by the academic records of the respondents to address the problem. The return rate of the instrument was 93%. Descriptive (frequencies, percentages, means, and standard deviation) and inferential statistics (simple linear regression) were used to analyse the data. The study found out that preservice accounting teachers were highly efficacious in classroom management compared to student engagement and instructional practices. Also, mastery experience had a positive influence on preservice accounting teachers’ self-efficacy in teaching cost accounting. Therefore, it was recommended that accounting teacher educators pay more attention to competencies related to instructional strategies and student engagement by engaging more with the preservice accounting teachers in these areas. In the deployment of teachers, the Ghana Education Service should prioritise preservice accounting teachers with higher academic achievement.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.