Evaluating the challenges encountered during the teaching of science, mathematics, and technology in inclusive education schools: a case of Ekurhuleni South District in Gauteng

Abstract

This study aims to assess the suitability of the teaching and learning strategies used by teachers and learners during the mediation of science, mathematics, and technology in the Ekurhuleni South area of Gauteng Province's public primary schools. The study will establish the role and use of science, mathematics, and technology and how it improves the teaching and learning of learners experiencing barriers to learning. Data were collected using in-depth interviews, observation, and document analysis, and this allowed the researcher to ask open-ended questions and also to observe participants teaching science, mathematics, and technology to learners experiencing barriers to learning. Ten teachers from five primary schools in the Ekurhuleni South District were chosen using purposive sampling. Thematic content analysis was used to analyse data. The study revealed that using science, mathematics, and technology increases learners‘ motivation and concentration span, helps learners to participate effectively, assists in the grasping of concepts, and minimises barriers to learning. The study recommends that teachers should be trained on the use and teaching of science, mathematics, and technology, and it should also be incorporated as an important pedagogical method to simplify the teaching and learning of learners experiencing barriers to learning.