Teachers’ Perceptions about the Quality of Teaching and Learning of Science Education in the Disadvantaged Primary Schools in the North-West Province, South Africa

Abstract

Background: This research explores teachers’ perceptions of the quality of teaching-learning of science education in primary schools. Employing qualitative approach that involves primary teachers in Dr. Kaunda district in Northwest Province. Aims: The aim of this study was to investigate the perceptions of teachers on the quality of teaching and learning of science education in primary schools. Location: The research study was conducted in four (4) primary schools in the North-West province in South Africa. Eight (8) science education teachers participated and were purposively selected in the study. Method: A qualitative approach and case study design were employed. Data were collected through semi-structured interviews to develop an understanding of teachers’ perceptions of quality teaching and learning of science education at the primary school level. Conclusions: The findings of this study highlight the following: poor teaching methods used, they do not employ a variety of teaching methods during instructional time to meet the needs of diverse learners, poor lesson preparation and proper planning, teachers’ qualification is one of most important effective component for the delivery of lessons and planning in the classroom environment, they do not proper lesson preparation and planning, inadequate science equipment or laboratories which can impede the quality of teaching and learning, underqualified teachers, lack of content and pedagogical knowledge, poor infrastructure, and learning environment, curriculum implementation challenges. Recommendations have also been made on how best teachers can foster and improve the quality of teaching and learning of science education in schools.