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Collaborative teaching strategies that teachers use to enhance learning of accounting concepts were explored in schools located in the Pinetown education district in South Africa. The study employed a qualitative case study within the interpretivist paradigm. A purposive sample of five Grade 10 Accounting teachers from five secondary schools was selected to participate in the study. Individual semi-structured interviews and focus group interviews were used to generate data that was analyzed through thematic analysis. The study found that accounting teachers emphasize the necessity of using diverse collaborative strategies to teach accounting concepts. A questioning approach to the teaching of accounting was used to ascertain learners’ experiences and prior knowledge. Infusing technology and group discussions were utilized to encourage learner involvement and participation in the teaching of accounting concepts. The study emphasizes the need for accounting teachers to strengthen learners’ understanding of concepts in Grade 10 by actively engaging them during the process of teaching and learning.

This study aims to produce problem-based accounting introductory practicum modules. This study uses research and development (R&D) methods based on the Bord and Gall concept. The population of this study was all students of the introductory accounting practicum course in the accounting education study program in 2022. The sample was determined by random sampling, and the sample class was used for application and limited testing of small and large samples, namely classes A, B and C, semester 1. Based on the research results, the introductory accounting practicum module created and validated by three expert validators resulted in a decision that the teaching material had a very high feasibility level (87.08%) with a note that it needed to be revised. After correcting all revision notes, a small group trial was carried out on 10 class A students. Based on the results of the small group trial, it was found that there was a significant increase in learning outcomes before and after using the introductory accounting practicum module. Then a large group trial was carried out, with class B as the control class and class C as the experimental class. The result is a significant difference in learning outcomes using the introductory accounting practicum module, which is significantly higher than the control class. Then from the practicality test results, all factors of convenience for the user, usability, and time effectiveness have a percentage value of 81.39%. The finding concludes that the developed book meets the readability and practicality criteria.