The effect of physical instructional approaches on Teaching Foundation Phase Learners

Abstract

Physical instructional approaches enhance learners' understanding by providing a tangible experience and making concepts more concrete and easier to grasp. This research explored the efficacy of incorporating physical instructional approaches in teaching Foundation Phase learners. The aim of the study was to explore the impact of teaching Foundation Phase learners using physical instructional approaches. A qualitative approach was used in this study, utilizing both teacher interviews and classroom observations to assess the impact of physical instructional approaches on learners' learning outcomes. The researcher used non-probability sampling, which is purposive sampling, whereby only data that fit the study’s purpose were selected and analyzed thematically. Those related ideas were put together. The population of this study was all Foundation Phase teachers teaching Grades R-3. Out of all primary schools in Vhembe West District, only three schools that have Foundation Phase were selected for the data collection of the study, and only four teachers (Grades R-3) were interviewed in each school. The study adopted Jerome Bruner’s Theory of Learning, which highlights the importance of learners' engagement in the learning process. The results of the study are that when physical instructional approaches and techniques are integrated into the teaching process, there is a significant improvement in learners’ engagement and comprehension. Through these results, the study recommends that physical instructional approaches strategies should be incorporated into the teaching of Foundation Phase learners in enhancing the effectiveness of their learning and contributing to the overall development of their academics.