In the main, convergent mixed-methods study on which this article reports, we explored Grade 12 accounting teachers’ experiences of teaching in large classrooms in the Manzini region of Eswatini. As part of teachers’ experiences, the methods that the teachers used to teach were also explored. Purposive sampling was used to select 25 accounting teachers from 10 schools (5 schools from rural areas and 5 schools from urban areas) who taught accounting classes with more than 35 Grade 12 learners. The selected teachers completed questionnaires for the quantitative component of the study. Purposive sampling was used to select 10 participants who were interviewed and observed on the basis of meeting the criterion set out above for the qualitative component of the study. The Statistical Package for Social Sciences (SPSS) for quantitative data analysis, and thematic analysis for qualitative data analysis were used. We found that the most dominant methods used by teachers to teach accounting in large Grade 12 classes in Eswatini were group discussions, question and answer, lecturing and demonstration methods. With the study we extended awareness of methods that teachers in emerging economies can use to cope with teaching accounting in large Grade 12 classes, and we propose further approaches to be considered to make teaching this subject in large classes sustainable.

https://doi.org/10.15700/saje.v44n1a2249

ORCiD iDs of authors:
Muntuwenkosi Abraham Mtshali - https://orcid.org/0000-0002-7346-5162
Msizi Vitalis Mkhize - https://orcid.org/0000-0001-8499-9445
Nolwazi Ntombela - https://orcid.org/0009-0007-9965-0570