Teachers` Experiences on the use of Learning and Teaching Support Materials in the Foundation Phase Classrooms: The Efficiency and Effectiveness of Education

Abstract

This study reports on the use of Learning and Teaching Support Materials for foundation phase classroom teaching. Learning and Teaching Support Materials is regarded as one of the core components for effective curriculum delivery in the classroom. This study was encouraged by the need to investigate how teachers facilitate learning and teaching support materials for teaching and learning, since it is well known that schools have been adequately resourced with financial means to provide learning and teaching support materials in line with the call of one textbook per learner per subject made by the Minister of Basic education. This was a qualitative study which was conducted in two foundation phase schools in the area of Lehlabile in Brits township. The data collection methods used were lesson observations and interviews. Teachers were not able to use the learning and teaching Support materials at the intellectual level of the learners, or to help the Grade 3 learners reach the intellectual level which is expected of them. Learners’ poor language skills and/or teachers’ inability to use learning and teaching support materials for teaching and learning are both contributing factors. This study presents its findings at a time when learner attainment is seen to be low, as indicated in the Annual National Assessment results recently presented by the Minister of Education. Hopefully this research study will contribute towards a realisation by the Department of Basic Education that there is a need to capacitate teachers in the use of learning and teaching support materials for teaching and learning. The article thus recommends that appropriate learning and teaching support materials should be made available in order to ensure efficient and effective implementation of curriculum implementation. It also recommends that a teacher: learner ratio of 1:30 should be practiced ensuring that teachers give special attention to each learner.