First-year accounting student teachers’ perceptions of their classroom learning environment

Abstract

This study assessed the perceptions of first-year accounting student teachers about their classroom learning environment. The study was prompted by studies which argue that the academic performance of students is correlated with their perceptions of the learning environment and the context in which teaching and learning takes place. The population for the study was first-year Accounting students at a university of technology in South Africa. The study employed a mixed-method approach, and data were collected from students using a Constructivist Learning Environment Survey (CLES) which covered 42 items. The findings from the quantitative part of the study revealed that the students view their learning environment positively. Evidence to this effect is demonstrated by the mean obtained in the categories of the learning environment which were all above three. The themes which emerged from the qualitative findings also corroborated the quantitative findings. However, the qualitative data further reveal that the students felt far away from issues directly related to their teaching and learning. Consequently, a more student-participative approach to the planning and designing of instruction is recommended to mitigate the identified challenges.