The quality of teaching and learning of sciences in South African public and private schools: A comparative study in the Johannesburg north district

Abstract

This study investigates the quality of science teaching and learning in South African public and private schools through a comparative analysis. Given the disparities in educational resources, teaching methodologies, and overall learning environments, the study examines how these factors influence student outcomes in the Life Sciences, Physical Sciences, and Natural Sciences. A qualitative research approach was employed, utilising anonymous digital questionnaires and semi-structured interviews to gather insights from science teachers in selected public and private schools in Johannesburg North. A total of 11 questionnaires and 3 interviews were completed. Data analysis focused on key indicators such as the use of practical investigations, technology integration, class sizes, curriculum delivery, and the broader culture of Science Education. Findings revealed a perceived higher quality of Science Education in private schools across most categories, with public and private schools demonstrating similar levels of technology use and Science culture. This disparity suggests a potential disadvantage for learners in public schools, potentially impacting their future academic and real-world Science success. In this study, the gaps in Science Education quality are highlighted, contributing to a deeper understanding of educational inequality in South Africa. Addressing these disparities is crucial to promoting equity in Science Education and mitigating broader societal inequalities.