Exploring pedagogical practices and learner engagement in grades 10 and 11 physical sciences classrooms

Abstract

To address the persistent challenges faced by South African learners’ underperformance in Mathematics and Physical Sciences, the study investigated the impact of interactive classroom practices on academic engagement. Using simple random sampling, data were collected from 123 grades 10 and 11 physical sciences learners who participated in a correlational study. The learners rated how often their teachers use investigative methods, group discussion, educational resources, and indirect teaching styles to promote positive classroom environments. Analysis of the Spearman rho statistical output revealed a strong positive correlation between indirect teaching style and both the adoption of investigative methods and learners’ engagement through group discussions. While a moderate link was found between classroom climate and indirect teaching, no statistically significant relationship existed between classroom climate and group discussion. These findings not only contribute to the field by highlighting the necessity of inquiry-based pedagogy and resource integration but also the importance of classroom practices that foster collaborative problem-solving to develop science process skills in learners. The study concludes that inquiry-based pedagogy, resource integration, and targeted teacher training are vital for fostering supportive learning environments. Potential variability associated with contextual factors such as learners’ heterogeneity, availability of resources, and differences in teachers’ implementation are some of the limitations of this study. Future longitudinal research is recommended to address contextual variables such as learner heterogeneity and resource availability.