Speaker
Description
Practical laboratory work is fundamental to effective teaching and learning in Physical Sciences, yet many secondary school teachers in the Vhembe District of Limpopo, South Africa, show limited engagement in conducting experiments. This study investigates the extent and causes of this challenge within resource-constrained school environments. A concurrent mixed-methods approach was adopted, combining survey data from Physical Sciences teachers across different school quintiles with qualitative data from interviews, focus groups, and classroom observations. Quantitative data were analysed using descriptive statistics and regression analysis, while qualitative data were examined through thematic analysis.
The findings indicate that low levels of practical engagement are mainly due to inadequate laboratory infrastructure, lack of equipment and consumables, limited teacher training and confidence, large class sizes, and curriculum time constraints. In addition, insufficient institutional support and safety concerns further hinder the effective implementation of laboratory activities. The study proposes an intervention framework that includes low-cost practical kits, targeted teacher professional development, and better alignment of practical work with the CAPS curriculum. These findings aim to support improved teaching practices and enhance learners’ access to hands-on science education in under-resourced contexts.
| Apply for student award at which level: | PhD |
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| Consent on use of personal information: Abstract Submission | Yes, I ACCEPT |