Smartphone Integration for Physical Sciences: the Readiness of South African Teachers and Learners

Abstract

Purpose: Historically, South African learners have struggled in science subjects due to resource limitations, including the high costs of building laboratories, acquiring equipment, and school vandalism. These challenges continue to hinder efforts to improve pass rates in Physical Science. However, the widespread accessibility of smartphones presents an opportunity to address these deficiencies. This multiple case study examines the readiness of teachers and learners to integrate smartphones into Physical Science education. The objectives were to assess and compare both groups' preparedness to adopt smartphones as an instructional tool. Methodology: A sequential mixed-methods approach was employed, using structured questionnaires and semi-structured interviews. The sample included 338 learners from grades 10, 11, and 12, and nine teachers from three purposefully selected schools. Quantitative data were analysed using descriptive statistics and t-tests, while qualitative data were manually coded, categorised and thematically analysed. Findings: Despite challenges such as financial costs, inconsistent internet access, and concerns about teacher displacement, Smartphones received 66.7% of teachers' and 66.3% of learners' support in Physical Science learning, with calls for structured oversight and training. The findings reveal some consensus among teachers and learners that smartphones, when carefully integrated, can enhance Physical Science learning. Novelty: This study provides a novel contribution by evaluating the readiness of both teachers and learners, highlighting smartphones’ potential to bridge resource gaps. It also emphasises the importance of considering stakeholders' perceptions in this integration. Significance: The findings hold significant implications for science education policy, teacher training, and strategic planning, offering a practical solution for improving science outcomes in resource-constrained environments.