Exploring teacher improvisation and its influence on learner performance in an under-resourced Grade 11 Life Science class

Thasmai Dhurumraj; Zainul Moola

doi:10.20525/ijrbs.v12i2.2341

Authors

Thasmai Dhurumraj School of Science Education, University of Johannesburg, Kingsway & University Roads, Aukland Park, Johannesburg, 2092, South Africa. https://orcid.org/0000-0003-1792-2952
Zainul Moola School of Science Education, University of Johannesburg, Kingsway & University Roads, Aukland Park, Johannesburg, 2092, South Africa. https://orcid.org/0000-0002-7977-2534

DOI:

https://doi.org/10.20525/ijrbs.v12i2.2341

Keywords:

improvised resources, pedagogy, teaching and learning, science education

Abstract

The decline in learner performance in science education in South Africa is a perennial problem. Resource paucity in government schools is ubiquitous and reflects inherent challenges that pervade science classrooms. Scientific resources are imperative to the success of content delivery; however, South African government schools need help in procuring these standardised instruments and resources. Therefore, educators must innovate by employing improvised resources. This study illuminates the relationship between improvised resources and learner performance. A quasi-experimental design is adopted. A local school in Gauteng was used for this study, with 40 Grade 11 Life Science students and 1 Life Science educator participating in the project. A pre-test and post-test were administered to evaluate the effect of improvise resources comparatively. The ANOVA two-factor analysis tool demonstrated significant results of performance between the experimental and controlled groups as a statistical difference is seen in the mean scores, further accentuating the invaluable use of improvised resources.

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