Investigating the Effectiveness of Problem-based Learning in improving Learner Achievement in Accounting at O.R. Tambo Inland District, Eastern Cape

Investigating the Effectiveness of Problem-based Learning in improving Learner Achievement in Accounting at O.R. Tambo Inland District, Eastern Cape

Sinovuyo Nyanga , Zikhona Seleke & Avela Ngqunguza

Issue: Vol.6 No.14 Article 48 pp.4049 – 4060
DOI: https://doi.org/10.38159/ehass.202561448| Published online 30th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

This study investigates the effectiveness of problem-based learning in improving learner achievement in a selected high school in the O.R. Tambo inland district in the Eastern Cape of South Africa. Given the demand for methods of teaching that improve problem-solving and critical thinking skills, problem-based learning emerges as one promising approach. Adopting a mixed approach design, data was collected from 23 learners from pre-tests and post-tests and learner and teacher reflections. Despite a small sample size and the time constraints, this study highlighted an improvement in learner achievement, understanding of accounting concepts, analytical skills and engagement. The social constructivist theoretical framework was adopted. However, challenges in learner experiences suggest a need for further research into the long-term effectiveness of PBL. It was recommended that learners should be made aware of problem-based learning before implementing it. Additionally, learners should be given enough time for the implementation of PBL, as a variety of students had trouble dealing with complex problems. It was also recommended that teachers should be trained on how to implement and adopt PBL into accounting education. The findings of the study will benefit all schools intending to reform accounting education with the end goal of achieving the intended outcomes in accounting.

Keywords: Accounting, Problem-Based Learning, Learner Achievement, Pedagogy.

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ABOUT AUTHOR(S)

Sinovuyo Nyanga is a qualified pedagogical practitioner and accounting tutor. He holds a Bachelor’s degree in Education and currently serves as an intern in the Faculty of Education, where he supports the digital tutor development programme. His work focuses on strengthening tutors’ capacity to use technology for learning management, student engagement, and administrative efficiency. His scholarly interests centre on advancing accounting and enhancing the quality of teaching and learning in commerce-related disciplines. His research ambitions include improving teacher competence, integrating digital tools into support, and promoting effective academic performance strategies. He is currently pursuing advanced studies in accounting sciences and education.

Avela Ngqunguza is currently employed as an Economics and Management Science lecturer at Walter Sisulu University, Eastern Cape, South Africa. He is a dedicated researcher with a Master’s degree in Education from Walter Sisulu University, focusing on finding solutions or measures that could be done to decrease the phasing out of commerce streams, especially Accounting, in secondary schools in the Eastern Cape, South Africa. With a passion for exploring the reasons, perspectives, and impacts of educational policy changes, Avela Ngqunguza is committed to understanding the broader implications on learners, teachers, and communities. He aims to contribute valuable insights to the discourse on curriculum development and its role in shaping South Africa’s education landscape.

Zikhona Seleke is currently employed as an Accounting lecturer at Walter Sisulu University, Eastern Cape, South Africa. She is currently the Head of the Department of Business Management and Education at Walter Sisulu University under the Faculty of Education. She is a researcher specializing in the integration of technology in education. Zikhona Seleke has conducted extensive research on topics such as Technology Enhanced Learning in the Teaching and Learning of Accounting in Secondary Schools, in South Africa, and Chronicling Information Communication Technology into Teaching and Learning in the Eastern Cape Province, South Africa. Her work aims to bridge the digital divide and empower educators and learners through effective use of technology. Zikhona Seleke is committed to sharing expertise and insights to drive positive change in education and the higher education landscape and contribute to the advancement of knowledge in the field.

TO CITE ARTICLE

Nyanga, Sinovuyo, and Zikhona Seleke & Avela Ngqunguza. “Investigating the effectiveness of Problem-based learning in improving learner achievement in accounting at O.R. Tambo Inland District, Eastern Cape.” E-Journal of Humanities, Arts and Social Sciences 6, no. 14 (2025): 4049 – 4060, https://doi.org/10.38159/ehass.202561448