Teaching Strategies Used by Grade 11 Chemistry Teachers in Rural South Africa: Implications for Scientific Literacy and Public Health Education
1
TEACHER DEVELOPENT AND GOVERNANCE, MPUALANGA DEPARTMENT OF EDUCATION, Ermelo, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
BACKGROUND:
Effective teaching of chemical reactions is central to developing foundational scientific literacy, an upstream determinant of health literacy and future public health workforce capacity. In rural and under-resourced settings, instructional practices may constrain learners’ conceptual understanding and engagement with science. Evidence on the prevalence and determinants of teaching strategies at Grade 11 level in rural South Africa remains limited.
METHODS:
A cross-sectional quantitative study was conducted among 61 Grade 11 chemistry teachers in the Chief Albert Luthuli Sub-district, Gert Sibande District, Mpumalanga Province. Data were collected using a structured self-administered questionnaire capturing demographic and professional characteristics and frequency of use of selected teaching strategies measured on a five-point Likert scale. An overall teaching strategy usage score was computed. Descriptive statistics, one-way analysis of variance, and univariate and multivariate linear regression models were used to identify factors associated with variations in strategy use.
RESULTS:
Traditional instructional approaches were most frequently used, including textbook- and worksheet-based teaching (mean = 4.12; SD = 0.68) and teacher-centred lecturing (mean = 3.94; SD = 0.72). Learner-centred strategies were applied at moderate levels, while computer-based strategies showed low usage (mean = 2.11; SD = 0.97). Teaching strategy usage differed significantly by age, teaching experience, academic qualification, and continuing professional development (CPD) exposure. In adjusted analyses, teaching experience (B = 0.11; p = 0.032) and CPD exposure (B = 0.19; p < 0.001) remained significant predictors.
CONCLUSIONS:
The dominance of traditional teaching approaches in rural secondary chemistry classrooms may limit the development of scientific literacy relevant to public health education. Strengthening targeted CPD and supporting learner-centred and technology-enhanced instruction represent critical upstream investments in health literacy, equity, and future public health workforce development in rural South Africa.
Effective teaching of chemical reactions is central to developing foundational scientific literacy, an upstream determinant of health literacy and future public health workforce capacity. In rural and under-resourced settings, instructional practices may constrain learners’ conceptual understanding and engagement with science. Evidence on the prevalence and determinants of teaching strategies at Grade 11 level in rural South Africa remains limited.
METHODS:
A cross-sectional quantitative study was conducted among 61 Grade 11 chemistry teachers in the Chief Albert Luthuli Sub-district, Gert Sibande District, Mpumalanga Province. Data were collected using a structured self-administered questionnaire capturing demographic and professional characteristics and frequency of use of selected teaching strategies measured on a five-point Likert scale. An overall teaching strategy usage score was computed. Descriptive statistics, one-way analysis of variance, and univariate and multivariate linear regression models were used to identify factors associated with variations in strategy use.
RESULTS:
Traditional instructional approaches were most frequently used, including textbook- and worksheet-based teaching (mean = 4.12; SD = 0.68) and teacher-centred lecturing (mean = 3.94; SD = 0.72). Learner-centred strategies were applied at moderate levels, while computer-based strategies showed low usage (mean = 2.11; SD = 0.97). Teaching strategy usage differed significantly by age, teaching experience, academic qualification, and continuing professional development (CPD) exposure. In adjusted analyses, teaching experience (B = 0.11; p = 0.032) and CPD exposure (B = 0.19; p < 0.001) remained significant predictors.
CONCLUSIONS:
The dominance of traditional teaching approaches in rural secondary chemistry classrooms may limit the development of scientific literacy relevant to public health education. Strengthening targeted CPD and supporting learner-centred and technology-enhanced instruction represent critical upstream investments in health literacy, equity, and future public health workforce development in rural South Africa.
| eISSN: | 2654-1459 |
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