The Learning Experiences Of First Year Accounting Student Teachers And Implications On Curriculum Implementation

Abstract

This study explored the learning experiences of first year accounting student teachers and the implications such learning experiences have on curriculum implementation. The researcher sought to explore these learning experiences and the realities in the learning environment from a student perspective. To this effect, grounded in the theoretical assumptions of multiple intelligences and social constructivism, a sequential explanatory mixed methods design was used to answer the research questions and satisfy the research objectives. The population was all the first year B.Ed. accounting student teachers. Purposive sampling was used for the quantitative strand of the study while random sampling was used for the qualitative part. Data was collected using a Multiple Intelligence and Constructivist Learning Questionnaire which was specifically developed by the researcher for the study. Guided by relevant literature, the sections of the questionnaire comprised of analytical intelligence, practical intelligence, creative intelligence, guided instruction and social constructivism. It had a total of eighty-six items which students had to rate between a scale of one and seven. For the correlational part of the quantitative strand, twenty-seven hypotheses were formulated for the Pearson correlation coefficient and t-tests. Descriptive statistics were used to analyse data on the students’ scores on the extent to which they encountered learning activities which appealed to the constructs of multiple intelligences. Inferential statistics were used to analyse data on the relationship between age, gender and multiple intelligences, guided instruction and social constructivism and between multiple intelligences, guided instruction and social constructivism. Descriptive statistics revealed that students moderately experienced learning activities which promoted analytical intelligence while they always experienced those which promoted practical intelligence. Creative intelligence was the most neglected one in the learning activities. Inferential statistics revealed no relationship between gender, age and multiple intelligences, guided instruction and social constructivism. However, a strong positive relationship was established between multiple intelligences, guided instruction and social constructivism. The quantitative findings were used to formulate 19 questions for the focus group interviews in the qualitative part of the study. These questions were also justified by relevant literature. The qualitative verdicts and the phenomenological voices of the students concurred with the quantitative diagnosis. The findings establish and reaffirm the need to adopt social constructivist teaching approaches which are not only pedagogically compatible with the assumptions of multiple intelligences, but also stimulate and promote the development of all the cognitive levels of students as epitomised by the revised Bloom taxonomy. The study has produced compelling empirical evidence to argue that in comparative terms student centred approaches are more appealing to both multiple intelligences and the revised Bloom taxonomy. The study convincingly established that student centred approaches do not only provide students with meaningful learning experiences, but also develop, enhance and promote their multiple intelligences and sustainable academic and cognitive development. Social constructivist teaching approaches have been established as pedagogically effective enough to galvanise students to participate in the teaching and learning process, take collective ownership of their learning progress and that of their classmates and to demonstrate enough intrinsic motivation in pursuit of academic objectives. Informed by the study findings and the pedagogical ramifications of social constructivism, the theory of multiple intelligences and the instructional imperatives of the revised Bloom taxonomy, the study developed a model called the Curriculum Implementation and Attainment of Learning Objectives Model. The model is an embodiment and illustration of curriculum implementation which is anchored on a mirage of social constructivist learning perspectives towards the realisation of multiple intelligences and the cognitive learning objectives enshrined in the revised Bloom taxonomy.