The use of learning and teaching support material for classroom teaching: intermediate phase (a study of four primary schools in Diepkloof, Soweto)

Abstract

This study reports on the use of learning and teaching support material (LTSM) for classroom teaching. LTSM is regarded as one of the core components for effective curriculum delivery in the classroom. This study was prompted by the need to investigate how teachers mediate LTSM for teaching and learning, since it is well known that schools have been adequately resourced with financial means to provide LTSM in line with the call of “one textbook per learner per subject” made by the Minister of Basic education in her speech to District Directors presented on 06 December 2011 (http://www.education.gov.za/Newsroom/Speeches/tabid/298 ). This was a qualitative study which was conducted in four primary schools in the area of Diepkloof, a township in Soweto. The data collection methods used were lesson observations and interviews. The study revealed that there is a wide range of LTSM available to teachers. There is no one dominant type of material, but a range of materials is available to teachers; however, in the case studies undertaken for this report, the available LTSM was not adequately used in teaching. Teachers were not able to use the LTSM at the intellectual level of the learners, or to help the Grade 4 learners reach the intellectual level which is expected of them. Learners’ poor language skills and/or teachers’ inability to use LTSM for teaching and learning are both contributing factors. This study presents its findings at a time when learner attainment is seen to be low, as indicated in the Annual National Assessment (ANA) results recently presented by the Minister of Education. Hopefully this research study will contribute towards a realisation by the Department of Basic Education (DBE) that there is a need to capacitate teachers in the use of LTSM for teaching and learning.