Utilising WhatsApp for Extending Learning Opportunities (ELO) in Physical Sciences amongst Rural Secondary School Teachers in the Vhembe District

Abstract

This study investigated the use of WhatsApp by rural teachers for extending learning opportunities in Physical Sciences as a way of mitigating the challenges that rural schools are grappling with. The study is conceptualised around the constructivist paradigm and employs a qualitative case study design. A non-probability purposive sampling technique was used to select participants for the study, from a population of Physical Sciences teachers and learners in rural secondary schools. Data was collected through the WhatsApp built-in export chat feature and screenshots of the actual conversation within the application. The collected data were coded, organised, and analysed using content analysis. In the rural context, where access to the internet and web-enabled devices may be limited, the findings indicated that teachers conceptualised WhatsApp as a medium for communication and retaining a proxy of virtual social presence. The findings also indicated that WhatsApp was perceived as a pedagogical tool for providing access to digital teaching and learning resources and as an instructional tool for extending learning beyond the rural classroom. The study discovered that WhatsApp has the following affordances for ELO in the rural setting: (i) A networked community of learning, (ii) Accessibility beyond classroom walls, (iii) Low-cost and widely available technology, and (iv) Resource sharing and supplementary support. Nonetheless, the findings also highlighted drawbacks in using WhatsApp for ELO, such as a lack of teacher training in pedagogical use of WhatsApp, increased teacher workload, and irrelevant messages. These findings contribute to the growing body of knowledge on mobile and blended learning in rural contexts. Based on the findings, the study recommends recognising WhatsApp-mediated learning as part of the e-Education strategy. The study further recommends teacher training to enhance the use of WhatsApp and similar technologies for learning. Future research should focus on exploring the pedagogical use of WhatsApp across different learning areas and grades, its impact on policymaking and implementation, as well as its impact on learner performance.