Recent studies of the teaching and learning process have shown that learners tend to receive and process information in different ways. This study was conducted to explore the impact of matching instructional strategies to the learners learning styles, considering their cultural background in the teaching of Electricity and Magnetism among Grade 11 physical science learners in schools around Mthatha. To achieve the intended objective and to answer the research question "what impact does the learners" learning style preferences have on learners" academic achievements", a total of 205 physical science learners were sampled for the study. A purposive convenience sampling technique was used to select four schools from the target population. A non-experimental quantitative exploratory design was adopted for the study. Physical Science Achievement Test and Index of Learning Style Questionnaire were the main instruments used for gathering the data. Data were analysed using descriptive statistics and inferential statistics including an independent sample ttest together with multiple regression analysis. The result indicates that, the four learning style categories combined did not contribute significantly to the academic achievement of the grade 11 learners in electricity and magnetism at the four high schools in Mthatha.

The continuous use of the traditional method of teaching physical sciences in most senior secondary schools in South Africa and in particular schools in OR Tambo Inland District has contributed to the underperformance of learners in the subject. This has called for a shift from teacher-centered to a progressive learner-centered approach based on inclusiveness and collective learning to encourage diversity of reception and information processing. Therefore, this study investigated the use of Cooperative Instructional Strategy, considering learners learning style preferences to enhance learner's achievement in electricity and magnetism. A pragmatic Mixedmethods sequential design was adopted for the study. The choice of mixed methodology was meant for both methods to complement each other for the purpose of data triangulation. Purposive sampling technique was used to select two high schools within the OR Tambo Inland District of Mthatha. Learning style questionnaire, physical sciences achievement test, interview, and observation schedules were the main instruments used to collect data. The quantitative data were analysed descriptively, while the qualitative aspect was analysed through thematic content analysis. It was found that cooperative instructional strategies improved learners' performance in physical sciences. It is therefore recommended that teachers utilise appropriate instructional strategies that cater for all the differences learners bring to the classroom for effective teaching and learning to take.

The objective of this study was to explore pre-service teachers’ school-based experiences through their reflective practices. A qualitative research approach was employed based on the multiple case study design. Data was collected from 20 pre-service teachers who were purposively sampled. The data was in the form of personal reflective accounts as well as open-ended questions. Seven themes were generated under 3 broad categories after the triangulation of data. The categories were organizational culture, instructional, and shared leadership as well as community engagement in extra-mural activities. The results indicate that there were varied school-based experiences by pre-service teachers based on the kind of organizational culture that existed in their host schools. These challenges could be addressed if university departments responsible for teacher training embark on community engagements on the supportive role those pre-service teachers play in their host schools as well as the responsibilities of the schools towards them.