An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting
Thabiso Jonah Motsoeneng 
, Wellington Manzi & Boitumelo Moreeng
Issue: Vol.4 No.12 Special Issue Article 4 pp.43-54
DOI: https://doi.org/10.38159/ehass.20234125 | Published online 30th November, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The introduction of educational technology has transformed the assessment practices of Accounting teachers. The advent of technology has created space for Accounting teachers to design meaningful Assessment for Learning (AfL) tasks using technology platforms such as Google Classroom. Google Classroom can be used to create meaningful learning environments that facilitate the development of the necessary 21st-century skills and competencies such as critical thinking, problem-solving, self-management and self-competence. However, nearly a decade after its introduction, Google Classroom is still minimally used in South African schools. This empirical study, therefore, explored the use of Google Classroom to enhance AfL in Accounting. The study used a qualitative research approach and Participatory Action Research as a research design to explore the use of Google Classroom as an AfL technique by Accounting teachers. As with other qualitative studies, focus group discussions were used to generate data from four purposefully selected Accounting teachers. Data was analysed using thematic analysis. The findings revealed that Accounting teachers perceived Google Classroom to be an assessment technique which leads to effective teaching and learning because it provides a platform for learner active participation. Furthermore, the teachers displayed an interest in Google Classroom as a tool to facilitate meaningful teaching and learning, which enabled them to support and strengthen the learning of Accounting. It is recommended that teachers constantly use this platform as it allows learners to be assessed outside the boundaries of a physical classroom.
Keywords: Accounting, Assessment for Learning, Educational Technology, Google Classroom, Teaching and Learning, Participatory Action Research.
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Mr. Thabiso Jonah Motsoeneng is a Commerce Education Lecturer in the Faculty of Education at the University of the Free State, South Africa. He holds a Master of Education (Curriculum Studies) qualification and is pursuing his PhD studies, focusing on curriculum implementation and assessment for learning. His research interests are Curriculum Studies, Accounting Education and Educational Technology.
Mr. Wellington Manzi is an Economics and Accounting teacher in the Northern Cape, Department of Basic Education. He is currently a PhD candidate at the University of the Free State and his research interests lie in Economics Education and Curriculum Studies.
Dr. Boitumelo Moreeng is a Senior Lecturer and Head of Department in the Faculty of Education at the University of the Free State, South Africa. His research interests include History and Social Sciences, Curriculum Studies and Teacher Education.
Motsoeneng, Thabiso Jonah, Manzi, Wellington & Moreeng, Boitumelo. “An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting.” E-Journal of Humanities, Arts and Social Sciences 4, no.12 Special Issue (2023): 43-54. https://doi.org/10.38159/ehass.20234125
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
