Exploring teacher improvisation and its influence on learner performance in an under-resourced Grade 11 Life Science class

Abstract

The decline in learner performance in science education in South Africa is a perennial problem. Resource paucity in government schools is ubiquitous and reflects inherent challenges that pervade science classrooms. Scientific resources are imperative to the success of content delivery; however, South African government schools need help in procuring these standardised instruments and resources. Therefore, educators must innovate by employing improvised resources. This study illuminates the relationship between improvised resources and learner performance. A quasi-experimental design is adopted. A local school in Gauteng was used for this study, with 40 Grade 11 Life Science students and 1 Life Science educator participating in the project. A pre-test and post-test were administered to evaluate the effect of improvise resources comparatively. The ANOVA two-factor analysis tool demonstrated significant results of performance between the experimental and controlled groups as a statistical difference is seen in the mean scores, further accentuating the invaluable use of improvised resources.

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

“…The process of democratization has resulted in changes in the curriculum, with the aim of enhancing critical thinking and science education that is applicable to the local context (Amin & Mahabeer, 2021;Tagutanazvo & Bhagwandeen, 2022). Nonetheless, challenges persist due to deficiencies in infrastructure, teachers' expertise, and students' backgrounds (Dhurumraj & Moola, 2023;Schulze & van Heerden, 2015;Xaba & Sondlo, 2022). Various initiatives concentrate on enhancing teacher professional development, integrating indigenous knowledge, and implementing inquiry-based science teaching methods 4 / 17 to transform educational outcomes (Soares et al, 2021).…”