The poor performance of learners in the 2017 National Senior Certificate accounting paper has raised concern. One way to improve the results in accounting over time is to ensure that the first introduction of accounting as financial literacy in the senior phase is done properly. The training of Grade 8 and/or 9 financial literacy teachers was therefore the main focus of this study. We investigated whether an intervention (a 2-day workshop aimed to improve teachers’ understanding of financial literacy) could be an effective tool to improve the financial literacy of Grade 8 and/or 9 economic and management sciences teachers in the Western Cape. One hundred and two participants volunteered to write a pre-test (Test A or B) before the commencement of the workshop and 93 participants volunteered to write a post-test (a different but corresponding test to the pre-test) after the completion of the workshop. Only Grade 8 and/or 9 financial literacy teachers who attended the workshop and who completed the consent form were eligible to be part of the study. Mixed model analysis of variance (ANOVA) tests were performed on quantitative data. A generalised estimating equation model (GEE) was used for the interpretation of individual content questions and the Spearman test was performed on Likert-scale answers to evaluate correlations. The results reveal that the participants performed significantly better in the post-test. The results also show that participants were capable of defining basic accounting concepts but struggled to determine cost of sales. Future workshops based on financial literacy teachers’ abilities are encouraged. Teachers with more experience could benefit from learning new teaching methodologies, while teachers with less experience will definitely benefit from a workshop where content is taught in detail. Keywords: accounting; economic and management sciences; financial literacy; intervention; teacher training; teachers; workshop

中文翻译：

---

提高西开普省 8 年级和/或 9 年级经济和管理科学教师的金融知识

学习者在2017年国家高级证书会计论文中表现不佳引起了关注。随着时间的推移，改善会计结果的一种方法是确保在高级阶段正确地首次引入会计作为金融知识。因此，对 8 年级和/或 9 年级金融知识教师的培训是本研究的主要重点。我们调查了一项干预措施（为期 2 天的研讨会旨在提高教师对金融知识的理解）是否可以成为提高西开普省 8 年级和/或 9 年级经济和管理科学教师金融知识的有效工具。102 名参与者自愿在工作坊开始前编写预测试（测试 A 或 B），93 名参与者自愿在完成工作坊后编写后测试（与预测试不同但对应的测试）。车间。只有参加研讨会并完成同意书的 8 年级和/或 9 年级金融知识教师才有资格参与研究。对定量数据进行混合模型方差分析 (ANOVA) 检验。广义估计方程模型 (GEE) 用于解释单个内容问题，并对李克特量表的答案进行 Spearman 检验以评估相关性。结果表明，参与者在后测中的表现明显更好。结果还表明，参与者能够定义基本的会计概念，但难以确定销售成本。鼓励未来基于金融知识教师能力的讲习班。经验丰富的教师可以从学习新的教学方法中受益，而经验较少的教师肯定会从讲授内容的研讨会中受益。关键词：会计；经济和管理科学；金融知识; 干涉; 教师培训; 教师; 作坊 而经验较少的教师肯定会从讲授内容的研讨会中受益。关键词：会计；经济和管理科学；金融知识; 干涉; 教师培训; 教师; 作坊 而经验较少的教师肯定会从讲授内容的研讨会中受益。关键词：会计；经济和管理科学；金融知识; 干涉; 教师培训; 教师; 作坊