Self-Directed Learning In Accounting Education In Polytechnics In Zimbabwe

This study sets out to investigate the extent to which self-directed learning is used to teach Accounting in polytechnics in Zimbabwe. A survey was conducted in three polytechnics that had been purposefully sampled for convenience of access. Questionnaires were used to collect data from students in the sampled polytechnics whilst interviews were conducted on the lecturers. The responses of both the students and lecturers were used to determine the extent to which self-directed learning was used in accounting education in polytechnics. The data collected was subjected to both quantitative and qualitative interpretation analyses. It was found that the method that is mostly used to teach Accounting at polytechnics is the traditional lecture or exposition. It was also found that both lecturers and students agree that self-directed learning is a viable alternative to the usual chalk and talk method in the teaching and learning of Accounting at a polytechnic level as it engenders learning habits which foster lifelong learning.  From these findings the study recommended that lecturers should use teaching strategies that encourage students to be self-directed learners. Furthermore, learners lecturers should use appropriate tasks and activities that encourage students to study independently in a self-directed learning approach. For their part students should search for information both collaboratively and individually using the Internet and other learning resources.