Teachers’ Experiences of Teaching the Financial Literacy Component to Enhance Learner Performance in Economic and Management Sciences

Abstract

A few studies have been conducted to understand how secondary school teachers made sense of quality teaching and learning and assessment in general, and particularly in the financial literacy component of Economic and Management Sciences (EMS), a subject outlined in the South African Curriculum Assessment Policy Statement (CAPS). Learner performance in the financial literacy component of Economic and Management Sciences (EMS) has been poor, hence the reason for exploring the experiences of teachers teaching the financial literacy component. The study adopted an exploratory case study design qualitative approach within an interpretivist paradigm. Data were collected through semi-structured interviews with teachers, departmental heads and Subject Advisors considered experts in teaching, in addition to classroom observation. The collected data were analysed by means of thematic analysis. The study findings revealed that many factors influence the teaching of the financial literacy component of EMS. It was recommended if these factors were addressed it could enhance learner performance. In addition, the notional hours allocated to EMS should be increased and it is suggested that projects and case studies should be done away with as forms of assessment as they do not give a true reflection of learner performance. Learners should only be assessed with controlled tests and examinations so that a true picture of their performance could be determined, and proper intervention strategies mapped out.