Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Al-Okaily, Manaf, and Aws Al-Okaily. “Financial Data Modeling: An Analysis of Factors Influencing Big Data Analytics-Driven Financial Decision Quality.” Journal of Modelling in Management 20, no. 2 (2024): 301–21.

Andalusia, Balqis, Suranto Suranto, and Farhat Haque. “Exploring the Success of Implementing Project-Based Learning Model in Accounting Learning Material.” Jurnal Paedagogy 11, no. 2 (2024): 238–51.

Ansari, Mohammed Tahir, Santibuana Abd Rahman, Vishal Bhagwan Badgujar, Farheen Sami, and Mohd Syafiq Abdullah. “Problem Based Learning (PBL): A Novel and Effective Tool of Teaching and Learning.” Indian Journal of Pharmaceutical Education and Research 49, no. 4 (2015): 258–65.

Bernard, H.R., A. Wutich, and G.W. Ryan. Analyzing Qualitative Data: Systematic Approaches. London: SAGE Publications, 2016.

Braßler, Mirjam. “Interdisciplinary Problem-Based Learning—A Student-Centered Pedagogy to Teach Social Sustainable Development in Higher Education.” In Teaching Education for Sustainable Development at University Level, 245–57. Springer, 2016.

Devi, Koijam Sobita. “Constructivist Approach to Learning Based on the Concepts of Jean Piaget and Lev Vygotsky An Analytical Overview.” Journal of Indian Education 44, no. 4 (2019): 5–19.

Dockter, DuWayne L. “Problem-Based Learning in Accounting.” American Journal of Business Education 5, no. 5 (2012): 547–54.

Drewery, David W, Robert Sproule, and T Judene Pretti. “Lifelong Learning Mindset and Career Success: Evidence from the Field of Accounting and Finance.” Higher Education, Skills and Work-Based Learning 10, no. 3 (2020): 567–80.

Duff, Angus, and Sam McKinstry. “Students’ Approaches to Learning.” Issues in Accounting Education 22, no. 2 (May 1, 2007): 183–214. https://doi.org/10.2308/iace.2007.22.2.183.

Hawamdeh, Mahmoud M Kh, and Idris Adamu. “Problem-Based Learning (PBL): A Deep Approach to Learning in the 21st Century.” In Improving Scientific Communication for Lifelong Learners, 38–56. IGI Global Scientific Publishing, 2021.

Hmelo-Silver, Cindy E. “Problem-Based Learning: What and How Do Students Learn?” Educational Psychology Review 16, no. 3 (September 2004): 235–66. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3.

Hsu, C S, S H Yen, and W H Lai. “The Effectiveness of Problem Based Learning in the Accounting Course.” Asian Journal of Finance & Accounting 151 (2016).

Majercakova, Daniela, and Miroslav Skoda. “Fair Value in Financial Statements after Financial Crisis.” Journal of Applied Accounting Research 16, no. 3 (2015): 312–32.

Moyo, Grate Ndabezihle. “Exploring the Teaching and Learning of Accounting: A Case of a South African University,” 2023.

Mulaudzi, M. A. “The Implementation of Hybrid Problem-Based Learning to Foster Senior Phase Technology Student Teachers’ Self-Directed Learning Abilities.” North-West University (South Africa), 2021.

Nur, Amanda. “Examining the Impact of Problem-Based Learning on Critical Thinking Among Junior High School Students.” International Journal of Curriculum Development, Teaching and Learning Innovation 2, no. 2 (2024): 45–52.

Nurkhin, Ahmad, Kardoyo Kardoyo, Hengky Pramusinto, Rediana Setiyani, and Ratieh Widhiastuti. “Applying Blended Problem-Based Learning to Accounting Studies in Higher Education; Optimizing the Utilization of Social Media for Learning.” International Journal of Emerging Technologies in Learning (IJET) 15, no. 8 (2020): 22–39.

Obi, Uloma Nkpurunma, and Ignatius Khan Ticha. “Involvement of Teachers and Subject Advisers in the Curriculum Development Process in South Africa: Evidence from the Fort Beaufort Education District in Eastern Cape.” Gender & Behaviour 18, no. 4 (2020): 16551–66.

Pardjono, Pardjono. “Active Learning: The Dewey, Piaget, Vygotsky, and Constructivist Theory Perspectives.” Jurnal Ilmu Pendidikan Universitas Negeri Malang 9, no. 3 (2016): 105376.

Sangster, Alan, Greg Stoner, and Barbara Flood. “Insights into Accounting Education in a COVID-19 World.” Accounting Education 29, no. 5 (2020): 431–562.

Smith, Kathy, Nicoleta Maynard, Amanda Berry, Tanya Stephenson, Tabetha Spiteri, Deborah Corrigan, Jennifer Mansfield, Peter Ellerton, and Timothy Smith. “Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice.” Education Sciences 12, no. 10 (2022): 728.

Tan, O.S.  Problem-Based Learning Innovation: Using Problems to Power Learning in the 21st Century. Gale Cengage Learning, 2021.

Walsh, Patrick Edward. “Designed Intervention in Accounting Higher Education to Solve Authentic Problems.” Indiana University, 2020.

Woldegiorgis, Emnet Tadesse, and Otilia Chiramba. “Access and Success in Higher Education: Fostering Resilience in Historically Disadvantaged Students in South Africa.” Journal of Applied Research in Higher Education 17, no. 2 (2025): 759–71.

Baxolise Simkana is an emerging education researcher and Bachelor of Education in Senior Phase and Further Education and Training (FET) graduate from Walter Sisulu University. His academic interests lie in innovative pedagogical approaches aimed at improving learner performance in the South African context, particularly within the Eastern Cape province. As an emerging researcher, this article marks his first scholarly publication. He aims to contribute to the transformation of accounting pedagogy by advocating for learner-centered approaches that enhance critical thinking, problem-solving, and subject mastery among high school learners in the Eastern Cape.

Sonwabiso Gwabeni is an emerging female scholar in the field of education, currently pursuing a Bachelor or Education Honours degree at Walter Sisulu University. She holds a Bachelor of Education in Senior Phase and Further Education and Training (FET), specialising in Economics, Business Studies, and Economic and Management Sciences (EMS). Her academic interests centre on educational equity, curriculum development and the socio-economic factors influencing learner performance, particularly within the commerce stream in South African high schools. Sonwabiso has held several academic support roles, including Peer Facilitator, Academic Advising and Economics Tutor at Walter Sisulu University, where she developed strong competencies in inclusive pedagogy and learner engagement. Her work reflects a deep commitment to educational transformation and the advancement of learners from under-resourced communities. She published her first academic paper in May 2025, and the current article marks her second publication, contributing further to the discourse on teaching and learning in socio-economically disadvantaged contexts.

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, 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.

Baxolise, Simkana, Zikhona Seleke, and Gwabeni Sonwabiso. “Application of Problem-Based Learning in Accounting to Improve Learner Performance, O.R. Tambo District, Eastern Cape.” Journal of Education and Learning Technology  6, no. 8 (2025): 581 – 91. https://doi.org/10.38159/jelt.2025685.