Evaluating Teaching Approaches Used In Social Sciences by Intermediate Phase Educators in the Vhembe West District, Limpopo Province

Abstract

Effective teaching approaches in Social Sciences are essential for fostering critical thinking, historical consciousness, and civic competence among learners in the Intermediate Phase. Despite policy advocacy for a learner-centred teaching approach in South African schools, concerns persist regarding its implementation in classroom practice, particularly in rural contexts. This study evaluated the teaching approaches employed by Intermediate Phase Social Sciences educators in the Vhembe West District of Limpopo Province. A mixed-methods research design within a pragmatic paradigm was adopted. Quantitative data were collected through questionnaires administered to a randomly selected sample of 50 Intermediate Phase Social Sciences educators, while qualitative data were generated through semi-structured interviews with 5 subject advisors and 5 Departmental Heads, complemented by classroom observations and document analysis. Simple random sampling was used for the quantitative component, and purposive sampling guided the selection of qualitative participants. Quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) version 30, while qualitative data were analysed thematically. The findings indicate that learner-centred teaching approaches, such as cooperative learning, flipped classroom strategies, Game-Based Learning (GBL), and Project-Based Learning (PBL), are widely regarded as effective in promoting learner engagement and conceptual understanding in the Social Sciences. However, their application varies across schools. The study concludes that strengthening educators’ teaching capacity is critical for improving teaching and learning in the Intermediate Phase and recommends that the Department of Basic Education implement targeted professional development workshops to support the effective enactment of learner-centred teaching approaches aligned with the Curriculum and Assessment Policy Statement.