Exploring Grade 10 Accounting Teachers' Planning and Implementation of the Jigsaw Cooperative Learning Strategy

Abstract

The idea of cooperative learning has been widely embraced as a teaching methodology that favours student involvement and cooperation, as well as strong academic performance. Nonetheless, research on how accounting teachers teach the Jigsaw Cooperative Learning Strategy (JCLS) remains relatively limited, particularly in South Africa. The focal point of this investigation is to determine how Grade 10 accounting teachers use the JCLS and how they believe this method can be useful for teaching Accounting in line with the Curriculum and Assessment Policy Statement (CAPS). This study is based on several theories, including Transformative Learning Theory, Self-Efficacy Theory, Social Constructivism Theory, and Social Interdependence Theory. The research is qualitative in its essence. The study received information via interviews with nine Grade 10 Accounting teachers and observations of six lessons. It was found that the successful application of the JCLS depends on having a prior plan, choosing good topics, providing clear guidelines, having sufficient learning materials, and being actively involved in the teaching process. Teachers were sure that the application of the JCLS makes students active participants in the educational process. Additionally, this method could promote peer teaching, accountability and social cooperation. Nevertheless, the research also pinpointed issues with time management, resource availability, and topical areas such as ledger posting. It has been confirmed that, when implemented appropriately and in suitable educational contexts, JCLS can lead to success in learner-oriented accounting education.