The DOI matches its Crossref record.
Challenges Encountered in the Teaching and Learning of the Natural Sciences in Rural Schools in South Africa
Abstract
The study sought to establish challenges encountered by teachers in teaching science in rural junior secondary schools in the Eastern Cape Province of South Africa. Located in the interpretivist paradigm and following a qualitative approach, the study adopted a case study design. A purposive sample of three school principals, three Natural Sciences teachers and eighteen Natural Sciences learners participated in the study. Data were collected through individual interviews with principals and teachers, focus group interviews with learners and lesson observation. Data were analysed for content. The study found that there were numerous challenges related to lack of required infrastructure and resources for science teaching. There were also challenges related to learners’ background, language of instruction and lack of parental support. The study concludes that the teaching and learning of Natural Sciences in rural junior secondary schools is negatively affected by the existence of challenges which should be addressed. It is only after such challenges are addressed that Natural Science can be meaningfully taught and learnt in schools.
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“This is also in line with Mtsi and Maphosa's (2016) argument that teaching aids and materials are inadequate in rural schools, incapacitating teachers to discharge their teaching effectively.”
From Challenges of Pre-service Teachers in Rural Places of Teaching Practice: A Decolonial Perspectives (2022) · cites this paper as Mtsi and Maphosa's (2016)
In the citing paper
“This finding is consistent with Mtsi and Maphosa (2016) that second language (English), which is the language of instruction in schools, is a challenge to many rural students because they were not versed in school usage.”
From Challenges of Pre-service Teachers in Rural Places of Teaching Practice: A Decolonial Perspectives (2022) · cites this paper as Mtsi and Maphosa (2016)
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Challenges of Pre-service Teachers in Rural Places of Teaching Practice: A Decolonial Perspectives
Omodan, B. I. (2022) · International Journal of Learning, Teaching and Educational Research · doi:10.26803/ijlter.21.3.8 · Cited by 20
“This finding is consistent with Mtsi and Maphosa (2016) that second language (English), which is the language of instruction in schools, is a challenge to many rural students because they were not versed in school usage.”
Result
Metadata
- Authors
- Mtsi, N., & Maphosa, C.
- Affiliations
- University of Fort Hare (ZA)
- Venue
- Journal of Social Sciences
- Publisher
- Kamla Raj Enterprises
- Published
- 2016-04
- Volume
- 47
- Issue
- 1
- Pages
- 58-67
- ISSN
- 0971-8923 (ISSN-L)
- OpenAlex
- W2769043196
- Cited by
- 23
- References
- 0
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 8 · 2023: 2 · 2022: 2 · 2021: 4 · 2020: 2 · 2019: 1
- FWCI
- 1.48
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Social Sciences (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Education in Rural Contexts
- Social Sciences › Education › African Education and Politics
- Keywords
- science education, rural schools, junior high school, educational challenges, science teaching resources, school infrastructure, language of instruction, parental support, student background, Eastern Cape
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