Degrees Held
- B Arts,
- B Compt,
- BA Honours,
- Med,
- Phd
Experience
- I have eight years lecturing experience from first year to post-graduate level including Honours, Masters and PhD supervision. I am a head of Commerce Education discipline. I am also an external moderator and examiner of Commerce education modules. I have fifteen years’ experience as Accounting secondary teacher of which six years were as Head of Department (Commerce) and two as a deputy principal.
Awards
- Dean’s award: 2021
- Academic Staff Excellence Awards: 2020
- Conference attendance grant: 2018
- NRF Thuthuka Grant: 2010-2012
- Recipient of National Research Foundation (NRF) Grant for PhDTrack in 2011
Research Interests
- Teaching, learning and assessment in Accounting Education, rural education and teacher development.
Research Interests
- Teaching Accounting Education (undergraduate and Honours students)
Publications
Journal Articles
- Ngwenya, J.C. & Hlophe, N.Q. (2021). Strategies used to teach Grade 11 Financial Accounting in one district in South Africa. International Journal of Sciences and Research, 77 (7/1), 15-32.
- Ngwenya JC, Sithole NV, Okoli M. (2021). Teachers’ experiences of teaching Accounting in the context of curriculum changes in South Africa. Journal of Transdisciplinary Research in Southern Africa,17(1), 1-9
- Ngwenya, J.C. & Samuel, M. (2020). Choosing self-professional teacher development strategies: a case study of three rural teachers. Journal of Educational Studies.
- Ngwenya, J.C. & Mbili, S.H. (2020). Exploring Teachers’ views on the quality of Grade 12 Accounting prescribed Textbooks: A case of Accounting Teachers in South Africa. International Journal of Learning, Teaching and Educational Research
- Nnadozie, V., Anyanwu, C. & Ngwenya, J. (2020). Divergence and the use of Digital Technology in Learning: Undergraduate Students’ Experiences of E-mail feedback in a South African University, Journal of University Teaching and Learning Practice.
- Ngwenya, JC. (2020). Assets teachers identify for the teaching of accounting education in a rural secondary school in KwaZulu-Natal. Perspectives in Education, 38(1): 72-87
- Ngwenya, J.C. & Arek-Bawa, O. (2020) Assessment in textbooks: exploring cognitive demand in first-year Accounting textbooks. South African Journal of High Education, 34(1), 176-196
- Kgari-Masondo, C. & Ngwenya, J. (2020). Lecturers’ reflections on the teaching of social sciences in a multidisciplinary context at a university in South Africa. Reflective Practice International and Multidisciplinary Perspectives, 21(2), 198-209
- Ngwenya, JC. (2019). Accounting teachers’ experiences of providing feedback in a selected rural school in South Africa: possibilities for communal feedback. South African Journal of Education, 39(S2), S1-S12
- Ngwenya, J.C. & Arek-Bawa, O. (2019). Exploring the quality of Grade 12 Accounting Education textbooks. The Journal for Transdisciplinary Research in Southern Africa, 15(1): 1-10.
- Ngwenya, J.C. & Arek-Bawa, O. (2019) Assessment in textbooks: exploring cognitive demand in first-year Accounting textbooks. South African Journal of High Education.
- Ngwenya, JC. (2019). Accounting teachers’ experiences of providing feedback in a selected rural school in South Africa: possibilities for communal feedback. South African Journal of Education.
- Ngwenya, JC and Shange, LML. (2019). Learners’ views on entrepreneurship skills acquired during practical work in Consumer Studies in one secondary school in KwaZulu-Natal. Journal of Consumer Sciences, 47 (1):1-12
- Ngwenya, J.C. & Shange, N.L. (2019). Learners’ views on challenges encountered during practical work in Consumer Studies: A case of one school in KwaZulu-Natal – African Journal of Hospitality, Tourism and Leisure. 8 (1):1-13
- Ngwenya, J.C. (2016).Rural as potential, not pathology: A case of rural Accounting teachers’ practices in South Africa. Journal of Human Ecology, 53(1):39-48
- Ngwenya, J.C. (2014). Accounting Teachers’ Understandings and Practices of teaching and assessment in a context of curriculum change. Alternation, 21(1): 171-190
- Ngwenya, J.C. and Maistry S.M. (2012) Teaching and Assessment in Accounting: An Exploration of Teachers’ Experiences in a Rural KwaZulu-Natal School. Journal of Social Science, 33(1): 21-30
Chapters in Books
- Ngwenya, J.C. (2010). Moving Towards interactive Formative Assessment. In Dennis Francis, Sechaba Mahlomaholo, Milton Nkoane. PRAXIS towards sustainable empowering learning environments in South Africa. Sun Press. Pp. 27-34
Conference Proceedings
- Ngwenya, J.C. (2013).Teaching and assessment in Accounting: an exploration of teachers’ understandings and practices in a rural KwaZulu-Natal school. Educational Research in South Africa: Practices and Perspectives.
Community Involvement
- UMALUSI researcher and consultant for Accounting and EMS.
- Universities South Africa project – Evaluation of Accounting 2016 and 2017 NSC papers.
- Department of Arts and Culture project: KwaZulu-Natal. Accounting terminology (Isizulu Accounting terms): (2013 to 2014).
- HESA project – Grade 12 Accounting Examination Papers analysis (for 2012 exam papers) (2013).
- Helping Accounting teachers with new topics in the curriculum.
Students Supervision
- Supervising IRP, Masters and PhD in Commerce Education and Assessment in Education.
PhD
- Arek-Bawa Orhe. (2018). Assessment of textbooks: Exploring cognitive demand in Higher Education Accounting Text.
- Anyanwu Clinton (2020). Investigating technology integration in Business Education in Nigerian secondary schools: A critical analysis.
Masters
- Myende Thandanani (2021). Teachers’ perspectives of Grade 12 learner performance in Business Studies in rural schools: A case in Umbumbulu Circuit.
- Mdluli Khulelaphi (2021). Exploring pre-service teachers’ experiences of teaching Accounting in a rural context during teaching practice from one Higher Education Institution in KwaZulu-Natal.
- Hlongwane Nokwazi (2021). Teaching strategies used by Accounting teachers in teaching concepts in Grade 10 in Pinetown District.
- Hlophe Nombuso (2021). Exploring teacher proficiency in teaching Financial Accounting: A case of Grade 11 Accounting teachers in Ugu District.
- Ncama Solumuzi (2021). Exploring novice teachers’ experiences of teaching Accounting curriculum in rural schools in the context of curriculum change.
- Sithole Nosihle (2020). Teachers’ experiences of teaching Grade 12 Accounting in the context of the curriculum change: A case study of five secondary schools in the Umlazi District.
- Nzuza Siyacela (2020). Exploring the Teachers’ views on the role of Economic and Management Sciences (EMS) in preparing Learners for FET phase Accounting in Pinetown District.
- Mbili Skhumbuzo. (2019). Exploring teachers’ views on the quality of textbooks: A case of Grade 12 CAPS Accounting prescribed textbooks
- Molutsoane Motsilisi (2019). Exploring teachers’ perceptions of the quality of textbooks: A case of Grade 12 CAPS-prescribed Business Studies textbooks.
- Khoza Duduzile. (2019). Business Studies teachers’ experiences of learning through professional learning communities.
- Wiliams Rashidi. (2019). An exploration of Grade 9 teachers’ experiences of teaching Economic and Management Sciences (EMS) in three selected township schools in Durban.
- Shange Nomfundo. (2018). Learners’ views of practical work in Consumer Studies: A case study of one rural school.
- Anyanwu Clinton (2015). Students’ experiences of feedback: Examining Facilitated Feedback as a pedagogical tool for enhancing teaching and learning in Business Management Education.