Degrees Held
- PhD, University of KwaZulu-Natal, 2013
- Med, University of KwaZulu-Natal, 2002
- B Compt, UNISA, 2007
- BA Honours, UNISA, 1998
- B Arts, Vista, 1996
- STD, Indumiso College of Education, 1992
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 BEd)
- Teaching Commerce Education (postgraduate BEd Honours)
Publications
Journal Articles
Chapters in Books
Conference Proceedings
Journal Articles
- Ngwenya, J. & Zaly, N. (2024). Engaging First-year Accounting Pre-service Teachers in Learning through Social Media Groups. E-Journal of Humanities, Arts and Social Sciences 5(6), 835-847. https://doi.org/10.38159/ehass.2024564
- Ndovela, S.G; Ngwenya, JC & Maistry, SM (2023). Teaching Accounting concepts in English second language context: A case study of three Accounting teachers in Pinetown Education district. PONTE International Journal of Science and Research, 79(10), 1-22. 10.21506/j.ponte.2023.10.1
- Ngwenya, J. & Zulu, S. (2023). Teaching Strategies to Engage Learners in Active Learning in Business Studies. International Journal of Innovative Technologies in Social Science. 3(39), 1-9. https://doi.org/10.31435/rsglobal_ijitss/30092023/8062
- Ndovela, S.G; Hlongwane, N.F. & Ngwenya, JC. (2023). Collaborative teaching strategies used to enhance learning of accounting concepts International Journal of Research in Business and Social Science, 12(8), 467-475. https://www.ssbfnet.com/ojs/index.php/ijrbs
- Mtshali, M., Ngwenya, JC. & Myende, T. (2023). Challenges teachers face when teaching Grade 12 Business Studies in rural schools. IJRBS 12(1): 282-289. homepage: https://www.ssbfnet.com/ojs/index.php/ijrbs
- Ngwenya, J. & Nzuza, S. (2022) Teachers’ views on the role of Economic and Management Sciences (EMS) in preparing learners for Further Education and Training (FET) Phase Accounting. South African Journal of Education, 42(4): 1-8. https://doi.org/10.15700/saje.v42n4a2131
- Nzuza, S., Ngwenya, J. & Ndovela, S. (2022). Teachers’ experiences of teaching Financial Literacy in Economic and Management Sciences (EMS) in Preparing Learners for FET Phase Accounting. International Journal of Learning, Teaching and Educational Research, 21(11): 357-373. https://doi.org/10.26803/ijlter.21.11.20
- Ngwenya, J. & Arek-Bawa O. (2022). Pre-service Accounting Education teachers’ experiences of active learning through group work at a university in South Africa. South African Journal of Higher Education. 36(3): 159 – 176. https://dx.doi.org/10.20853/36-3-4670
- Mtshali, M.A., Ngwenya, JC. & Myende. (2022). Teacher factors influencing rural school Grade 12 Business Studies learner performance in the National Senior Certificate (NSC) examination: Teachers’ perceptions. Perspectives in Education, 40(2): 129-142. http://dx.doi. org/10.18820/2519593X/pie.v40.i2.10
- Anyanwu, C.C, Govender, DW & Ngwenya, JC (2022). Responding to the new norm: Analysing Business Education teacher’s technology proficiency and the impact on online teaching. International Journal of Sciences and Research. 78(7/1): 53 -70. 21506/j.ponte.2022.7.4
- Anyanwu, C.C., Govender D.W.& Ngwenya J.C. (2022). Integration of Technology in Business Education: Emerging Voices from Secondary School Classrooms in Nigeria E-Journal of Humanities, Arts and Social Sciences. 3(5): 160-174. https://doi.org/10.38159/ehass.2022351
- Ngwenya, J. & Hlophe, N.Q. (2022). Teaching Strategies Used to Develop Higher-Order Thinking Skills in Financial Accounting in Selected Schools in South Africa. Universal Journal of Educational Research, 10(2): 173-183. 0.13189/ujer.2022.100206
- 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
Masters
PhD
- Sithole Nosihle (2024). Exploring teachers’ experiences of integrating Information and Communication Technology (ICT) in Accounting.
- Shange Lulama Nomfundo (2024). Teacher Learning through Teacher Learning Communities (TLCs): A Case of Consumer Studies Teachers in one District in KwaZulu-Natal.
- 2023Zaly Nomsa (2023). Pre-service Accounting teachers’ learning in an eclectic teaching approach in one university in KwaZulu-Natal.
- Oduro Elvis (2023). Teachers’ Learning Community in Accounting Education: A Case Study of Teachers’ Experiences in the Context of Rurality.
- Ndovela Sithembele (2023). Investigating Accounting teachers’ understandings and teaching of Accounting threshold concepts.
- Anyanwu Clinton (2020). Investigating technology integration in Business Education in Nigerian secondary schools: A critical analysis.
- Arek-Bawa Orhe. (2018). Assessment of textbooks: Exploring cognitive demand in Higher Education Accounting Text.
Masters
- Zulu Sphelele (2023). Teachers’ experiences of teaching Business Studies in rural schools during the context of curriculum change.
- 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.
