Chapter 6: Exploring metacognition and motivation in classroom environments for successful learning in accounting

In this chapter, an explanatory mixed method design was used to investigate accounting classroom environments in the Further Education and Training (FET) Phase in South Africa. The focus is on the qualitative phase that involved semi-structured individual interviews with learners and teachers, as well as observations in the accounting classroom to gain a more in-depth understanding of the learning environment and how metacognition and motivation enhance successful learning in the accounting classroom. The primary aim of this research study focuses on how metacognition and motivation influence the classroom conditions for learners to experience successful learning in the accounting classroom. Based on this deliberation, the purpose of the study was firstly to explore what skills accounting learners need to develop to support metacognition in the classroom environments to enhance successful learning in accounting. Secondly, in order to develop these metacognitive skills in the classroom, the role the motivation of learners plays in successful learning in accounting was investigated. Empirical evidence is provided to support the importance of motivation where positive relationships and attitudes towards the subject of accounting are practised and which, in the end, will contribute to motivating learners to persist and succeed in accounting. The study also provides evidence that when accounting teachers focus on the development of metacognitive skills, more self-directed learning (SDL) could take place, which could lead to better pass rates and academic performance in the subject of accounting.