Business studies teachers’ utilization of WhatsApp for instructional purposes in selected schools in South Africa

Abstract

Social media continues to infiltrate different sectors, including the education sector. As a result, teachers employ various social media tools, such as WhatsApp in their instructional practices. This study investigated the integration of WhatsApp by Business Studies teachers from selected rural-based schools in South Africa. This qualitative study is located within interpretive paradigm. Diffusion of Innovation Theory was used as the theoretical lens of the study. Purposive sampling was adopted to select three Business Studies teachers to participate in the study. Semi-structured interviews were used to collect data, and the data was analyzed thematically. The study found that Business Studies teachers utilize WhatsApp in their instructional practices. However, not all learners have full access to smartphones. The study also revealed that teachers believe that using WhatsApp contributes to learners’ learning. The study recommended that the utilization of WhatsApp in Business Studies classrooms be strengthened to enhance learners’ learning. The study concluded that Business Studies teachers embrace WhatsApp in their instructional practices as a tool to enhance their teaching. Therefore, the study recommends that the Department of Basic Education formulate a framework that would guide teachers when integrating social media into their instructional practices.