The influence of instructional strategies on natural science teachers teaching practices in rural classrooms

Thuli Ntuli, Tebogo Nkanyani and Awelani V. Mudau
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Thuli Ntuli: Lecturer at University of South Africa, Pretoria, South Africa
Tebogo Nkanyani: Lecturer at North West University, South Africa
Awelani V. Mudau: Chair of Department at University of South Africa, Pretoria-South Africa

International Journal of Research in Business and Social Science (2147-4478), 2022, vol. 11, issue 7, 258-266

Abstract: This is a qualitative interpretative case study. Its aim is to explore how instructional strategies shape the teaching practices of Natural Sciences teachers in the classroom. The following question guided the study: How do instructional strategies shape the teaching practices of Natural Sciences teachers in the classroom? Semi-structured interviews and observations were used to collect data from two purposefully sampled participants. The findings reveal that instructional strategies have a more significant effect on the teaching practices of natural science teachers. Further, Natural Sciences teachers still use the old way of teaching, which is the rote-learning which promotes meditation instead of understating scientific concepts. This consequently led to the learner’s lack of interest and poor performance in the subject. It is thus sensible to recommend that the Department of Basic Education (DBE) provides adequate support in terms of workshops to teachers on instructional strategies. Key Words:Instructional strategies, Teaching practices, Natural Sciences, Rural schools.

Date: 2022
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