An examination of teaching strategies employed to improve results in Grade 12 Physical Sciences by secondary schools in an education district in the Eastern Cape

Abstract

The purpose of this study was to examine teaching strategies employed by teachers to improve Grade 12 results in Physical Sciences. Although the national Physical Sciences pass rate has increased, critics and analysts have expressed concerns around the quality of results. The researcher compared the results of the case study with other schools within the district that have achieved both quantity and quality of results. The comparison prompted this investigation into the teaching strategies that are employed to improve the quality of results in the school. A mixed method approach was used with questionnaires, observations and interviews. Three participants were purposely selected from three schools, based on the analysis of matric results provided by the district. The sample included schools in rural to semi-rural settings in terms of socio-economic background. This study was underpinned by the theory of reflective practice. The researcher reflected on his practices, specifically on self-awareness, growth and development, to improve the quality of teaching. The evidence from the data confirmed that teachers were willing to employ different strategies to address and improve learner performance and that classroom discipline was important to ensure a supportive learning environment.