Challenges faced by grade nine technology teachers in their ability to facilitate mini-practical assessment tasks at Palala Circuit Schools, Limpopo

Abstract

This study used a case study to explore the challenges faced by Grade 9 Technology teachers when facilitating mini-Practical Assessment Tasks (PAT) in the classroom. The 9E instructional model played an important role to understand the challenges faced by the Grade 9 Technology teachers when facilitating the design process and it assisted in showcasing how the Grade 9 Technology teachers facilitate the Mini-PAT in the technology classroom. The constructivist approach was used as the lens of the study. The study proposed the use of the 9E instructional model to understand the teachers’ constructivist teaching system in each activity during the Technology design process Investigation, Design, Making, Evaluation and Communication (IDMEC). The study employed a qualitative research approach to gather non-numerical data. Hence, the study used an exploratory case study to explore how the Technology teachers facilitate the design process in the Technology classroom. A total of ten Technology teachers who were teaching the Technology subject were purposively sampled and interviewed while four participants were selected for observations. Data was collected using semi-structured interviews and non-participants’ observation. The interview tape-recorded data was manually transcribed into word form. The data was textually analysed and displayed as verbatim quotes from the interviews. The researcher used field notes to capture the activities that were unfolding in the classroom. Observation schedules were also developed to elicit the important information that was used to answer the research question. The findings of the study revealed that most of the teachers experienced challenges when engaging with the learners, as well as in the provision of materials and equipment, using topic-specific strategies, relating the content with the learners’ real life experience, and connecting the learners’ everyday experience with the content. They also had difficulties in providing clear explanations that limit misconception, and could not summarise the concepts, and use the learners’ ideas to identify and correct misconception when facilitating the mini-practical assessment tasks in the classroom. The study further found that most of the teachers who struggled to teach Technology education actually lacked a science or engineering background. The study recommends that the teachers should be provided with adequate resources that enable them to utilise their critical thinking skills when teaching the design process. The teachers should be well trained in practical skills, and they must be afforded the opportunity to practice real-life situations that are similar to what the learners experience in the classroom. In addition, the teachers should be familiarised on how to facilitate the mini-PAT through the design process. The teachers should be developed on how to engage with learners on activities, and on how to make material and equipment accessible to learners during activities. The teachers also have to be trained on how to use topic-specific strategies to relate the content with the learners’ real-life experience and on how to connect the learners’ everyday experience with the content and on how to provide clear explanations that limit misconceptions. Most importantly, the teachers should be prioritised based on their expertise in teaching Technology education.