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The current study can be attributed to the poor graduation rate of learners in the Management Accounting qualification and the essential factors preventing learners from achieving a good grade in the Management Accounting module. In addition to formal training, such as owning a company and obtaining a degree in Accounting, accountants generally need a range of skills in order to be effective. Clear interpersonal communication, customer service, critical thought, analysis and writing are all necessary skills. The skills mentioned are components that form part of General Education. Moreover, it is essential that learners believe in their capabilities to succeed in the Accounting module in particular and business in general. The cost of failure by learners has a negative impact on both the public and private sectors. Thus, the research set out to examine the relationship between General Education and Self-efficacy of Accounting learners. The term Self-efficacy at its very elementary point refers to the confidence in one's aptitude to accomplish specific tasks. Albert Bandura takes it a step further and defines Self-efficacy as an individual’s belief about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives For the purposes of the present study, the target population comprised first year students registered for the Cost and Management Accounting module and lecturers from the Department of Management Accounting. The research was structured within both a quantitative and qualitative research approach by means of a questionnaire and semi-structured interview schedule. The questionnaire was prepared using a 5-point Likert Scale with closed-ended and structured questions. The interview schedule consisted of questions that allowed for probing. The findings from the quantitative aspect of the study provided valuable information, indicating similarities between the level of Self-efficacy in learners prior to undertaking the General Education Modules and those who did not undertake the General Education Modules. The study only noted a significant difference in the post-test (Self-efficacy) scores of the group that undertook the General Education Modules and not with the group that did not undertake the General Education Modules. The interviews revealed that there is an opportunity for the improvement of General Education skills. Hence, the main strategy would be to incorporate General Education skills into the curriculum. Similar to General Education skills, there is also a lack of Self-efficacy in current learners. Further attention must be devoted to communication skills, as these are essential. These skills appear to be very poor amongst current learners and respondents believed that Self-efficacy could have a positive effect on the academic performance of learners. Methods for enhancing Self-efficacy reveal that the main strategies should revolve around innovative teaching, learning and research methods; increasing skills development such as critical thinking and computer skills; and promoting more Self-efficacy based workshops and programmes.

The integration of general education in the academic programme to enhance the self-efficacy of Accounting students at universities of technology in KwaZulu-Natal