School Learning Research Articles

Developing learning and training within industry model to improve work readiness of vocational high school students

<span lang="EN-US">Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness.</span>

Refleksi Praktik Mengajar Bahasa Inggris Di Sekolah Dasar Negeri

Elementary School Teacher Education students as prospective elementary school teachers have an important role in developing and improving the quality of education in Indonesia. Therefore, students need to get adequate provision. One way to get this provision is by doing teaching practice in elementary school. Teaching practice provides many lessons for students, both positive and negative, which can be used as evaluation material. One effective way of evaluation is reflection. Through reflection, students can assess and measure the process and results of learning, know the strengths and weaknesses, and plan improvements for further learning. This study aims to determine the results of student reflection after implementing English language learning in elementary schools. This research used descriptive qualitative approach with narrative inquiry method. The results of the research that have been obtained are students present a detailed reflection report after taking action.

The Case of Probationary Teachers in Teaching Senior High School Students

One of the challenges that new teachers face in the Philippines is the probationary period. Probationary teachers are those who are newly hired and are subject to a probationary period of usually one to two years. During this time, they are expected to demonstrate their competence and effectiveness as teachers, and their performance is closely monitored by school administrators. This study strived to determine the experiences of Probationary Teacher in teaching senior high school students, how they overcome their obstacles and their coping mechanisms. This qualitative study employed case study research to determine experiences of Probationary Teacher in teaching senior high school students, how they overcome their challenges and their coping mechanisms, involving ten Probationary senior high school teachers of the Schools Division of Ilocos Sur who participated voluntarily. The data was gathered through each informant’s voice-recorded narrative and analyzed thematically. Findings showed that Probationary teachers experienced most with Academic and Behavioral Dynamics, Age-related challenges in handling behavior, Student attitudes and lack of respect, Challenges in adjusting to higher-order thinking skills, Sensitivity to student feelings and compliance issues, Transition and Adjustment Period of adjustment from elementary to SHS teaching, Challenges in adapting teaching methods from elementary to SHS, Emotional challenges and feelings of uncertainty, Pedagogical Challenges - Teaching loads and complexities of SHS curriculum, Perception of spoon feeding and need for adaptation in lesson delivery, Challenges in delivering unfamiliar subjects or lessons, Student attitudes towards learning and compliance, Disruption caused by students' lack of focus and disrespect, Student reliance on gadgets and games for engagement. Despite the experiences encountered by these Probationary teachers, they describe how the overcome the obstacles in teaching senior high school learners by Creating an Inclusive and Supportive Environment, Engaging Teaching Methods, Engaging Teaching Methods, Effective Classroom Management, Adapting Instruction to Individual Needs, Utilizing Technology and Trends, Continuous Assessment and Feedback, they also describe their coping mechanisms as Challenges in Teaching Senior High School Learners, Maintaining Professionalism and Positivity., Stress Management and Self-care, Passion for Teaching and Professional Development, Emotional Regulation and Self-Reflection Probationary teachers’ resiliency and determination is evident during these difficulties. Hence, administrators are encouraged to provide adequate support for Probationary teachers to keep their effectiveness in teaching senior high school learners.

Trends in socio-demographic characteristics and substance use among high school learners in a selected district in Limpopo Province, South Africa.

Substance use is an escalating public health problem in South Africa resulting in risky behaviours and poor educational attainment among adolescents. There is a huge battle to overcome substance use among learners as more drugs become easily available with the mean age of drug experimentation reported to be at 12 years of age. It is important to continuously understand the trends in substance use in order to assess if there are positive changes and provide evidence for the development of context-specific effective interventions. This paper outlines the prevalence of substance use among selected high schools in a district in Limpopo province. To determine the prevalence of substance use among selected high school learners in a district in Limpopo Province, a cross-sectional school survey of 768 learners was conducted. Data was analysed using SPSS v 26. Descriptive analysis was used to describe the independent and dependent variables and Chi-Square test was used to investigate associations between demographic characteristics and substance use among high school learners. The most abused substances by learners were alcohol (49%), cigarettes (20.8%) and marijuana (dagga/cannabis) (16.8%). In a lifetime, there was a significant difference (P < 0.05) in cigarette smoking with gender, school, and grade; with more use in males (14.2%) than females (7.6%); in urban schools (14.6) than peri-urban (6.7%) and more in Grade 12 (6.4%). There was a significant difference (P < 0.05) in alcohol use with more use in Grade 10 (12.6%) and varied use among male and female learners but cumulatively more alcohol use in females (27.7%). Drug use varied, with an overall high drug use in urban schools (20.7%). Substance use is rife among high school learners in the district and health promotion initiatives need to be tailored within the context of socio-demographic characteristics of learners including the multiple levels of influence such as peer pressure, poverty, unemployment and child headed families. Additional research is required to investigate the factors leading to a notable gradual increase in use among female learners and into the environmental and family settings of learners in influencing substance use.

Factors Affecting Student’s English Learning in School of Economics at University of Transport and Communications in Ho Chi Minh Campus

The article focuses on analyzing the factors influencing the English learning of Economics students at the University of Transport and Communications Ho Chi Minh Campus. This study aims to identify which factors may affect the effectiveness of English learning among students, in order to improve teaching and learning quality. Factors considered include the learning environment, teaching methods, learning resources, students' individual characteristics such as motivation, initial English proficiency, and cultural and social factors that may influence the learning process. By analyzing and evaluating these factors, the research can provide recommendations to enhance the effectiveness of English learning among students and improve the learning environment in the university. This may positively contribute to the development of students' English proficiency, thereby increasing their learning opportunities and future career success.

A Study of Some Morphological Problems of Chadian Learners of English

The study of new Englishes has been the focus of many researchers who evaluate the spoken and written quality of non-native English in different parts of the globe. This study investigates morphological errors made by Chadian learners of English in their written and oral production. 250 essays by Première and Terminale learners of Lycée Pascal Yoadimnadji and 300 ones by students of the University of Doba were scrutinised. This was completed with oral presentations and free conversations on topics of general interest by 30 secondary school learners and 50 university students. The paper particularly looked at their production of plural forms, third person singular markers, omission/addition, and the production of the -ed morpheme of the simple past tense and past participle. The results show that irrespective of their levels of education, Chadian learners of English generally omit or mispronounce the inflection morphemes in their various forms. The findings also reveal that some of the errors found are general features of non-native English, while others are specific to Chadian setting where English varieties from Cameroon (CamFE), Nigeria (NigE &amp; Pidgin English), and from Sudan lead to a real mixture in classrooms.

Difficulties and Errors of Grade 9 Learners in Solving Quadratic Equation: Input to the Development of Strategic Intervention Material

This study determined the difficulties and errors of Grade 9 learners in solving quadratic equations, it gauged the developmental of strategic intervention material. The researcher used the descriptive-developmental research design and used the 45 Grade 9 learners as respondents. Researcher-made test was used to gather the needed data. Frequency count, percentage, and mean were the statistical tools used. The results of the study showed that Grade 9 learners performed fairly satisfactory in characterizes the roots of quadratic equation using the discriminant, describes the relationship between the coefficients and the roots of a quadratic equation, solves equations transformable to quadratic equations (including rational algebraic equations), solves problems involving quadratic equations and rational algebraic equations, illustrates quadratic inequalities, solves quadratic inequalities, and solves problems involving quadratic inequalities. Additionally, the Grade 9 learners commit more errors in the reading errors and comprehension error. Further, the developed Strategic Intervention Materials on Solving Quadratic Equation for Mathematics 9 is very highly valid. Based from the findings, the following conclusions were drawn: The Grade 9 learners often encounter reading errors when solving quadratic equations, suggesting they have trouble comprehending the problem statements. This issue highlights a fundamental barrier to their mathematical proficiency. Additionally, they face specific challenges in areas such as characterizing the roots of equations, solving equations that can be transformed, and understanding quadratic inequalities, which are critical skills for mastering quadratic equations. To address these difficulties, strategic intervention material has been shown to be highly effective. These materials provide targeted support and practice, significantly improving the learners’ abilities to solve quadratic equations and enhancing their overall mathematical competence. It is therefore recommended that teachers use effective instructional strategies, including clear explanations, diverse problem-solving approaches, and real-world examples, to improve learners’ understanding and proficiency in quadratic equations. Learners should actively participate in problem-solving activities, seek help when needed, practice regularly, and develop a strong foundation in basic skills. The use of strategic intervention materials for teaching quadratic equations in Grade 9 is advised to enhance learners’ problem-solving competencies, and they study’s finding should be discussed in school Learning Action Cell (LAC) sessions. Future research should investigate the specific causes of learners’ difficulties, explore additional interventions and instructional approaches, and examine the long-term effects on learners’ mastery of quadratic equations, as well as the potential benefits of technology integration and gamification in teaching quadratic equations.

Translanguaging on an English-medium undergraduate research methods course for Vietnamese psychology students learning in their second language: a practitioner enquiry

PurposeTranslanguaging is a language-related pedagogy drawing upon all resources within a learner’s linguistic repertoire, in contrast to conventional monolingual pedagogy. Most research about translanguaging concerns English-language learning in primary schools and secondary schools and overlooks psychology subject matter, higher education and countries in southeast Asia. This article reports a small-scale practitioner enquiry into translanguaging on an English-medium undergraduate research methods course for psychology students in Vietnam and into the usefulness of the Multimodalities-Entextualization Cycle as a conceptual framework for integrating translanguaging into the course.Design/methodology/approachData were collected through semi-structured interviews with students and reflective journaling by the teacher, and the data were analysed in a hybrid deductive-inductive thematic analysis.FindingsThe first theme about teaching and translanguaging consists of the following subthemes: (a) enhanced communication, (b) increased awareness of language use, (c) supported interaction in class and (d) time and workload issues. The second theme about learning and translanguaging is subdivided into the following subthemes: (a) a new approach to learning, (b) beneficial for learning, (c) developing confidence in learning in English and (d) enjoyment of translanguaging. The conceptual framework underpinning the study was useful for designing and implementing translanguaging activities for the course.Research limitations/implicationsThe study is limited to one course and a small group of students in Vietnam learning English as a second language. It addresses limited research on translanguaging in psychology courses, higher education, and southeast Asia.Practical implicationsThe study makes a valuable contribution to the teaching profession by offering practical insights into the application, benefits, and drawbacks of translanguaging for psychology and research methods subject matter.Social implicationsMoreover, the findings lay the groundwork for potential influences on education policy, aligning with broader societal impacts.Originality/valueThe study makes a valuable contribution to the literature by delving into a relatively unexplored domain.

Comparative Corpus-based Study of Evaluative it Patterns in Middle School Learners’ Writing

Evaluative it patterns, as an important device for writers to express attitudinal and evaluative meaning, have increasingly been one of the topics of Corpus Linguistics. By adopting the corpus-based approach, this paper explores the frequencies, types , and functions of the it is ADJ that subpattern in evaluative it patterns. Results show that: in terms of frequency, the use of it is ADJ that occurs significantly more frequently in native learners' texts than in Chinese learners' texts. In terms of types, there are obvious differences between the two. The types used by native learners are more diverse, while Chinese learners are more single. The function of it is ADJ that is mainly reflected in its adjective use, and the semantic preferences of the patterns of two are significantly different. Native learners make greater use of the patterns to assess likelihood of propositions whereas Chinese middle school learners use them more often to imply certainty. The results of this study shed light on the teaching of English teaching practice of this structure.

Study on the development and implementation of an interdisciplinary solar panel project to enhance students' interest in STEM

This study aimed to develop and implement a STEM education program on solar energy. This study follow Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model. The study was conducted by analysing, designing, and developing a STEM education program consisting of a program guide and a solar panel STEM KIT. The program was implemented in schools involving 83 high school students. The program was implemented in two formats, namely STEM after school and regular learning. Students completed the STEM interest instrument after participating in the STEM education program. The results showed that the program was declared valid for use. In addition, the program implementation results showed no significant difference between students' technology, engineering, mathematics, and STEM career interests in STEM after school and regular STEM classes. This may be due to several things such as similar content and activities, similar engagement, and similar mentorship. This study implies that the STEM education program can increase students' interest in STEM after-school and regular learning activities.

Exploring the Role of Religious Studies in Developing Moral Values among Secondary Schools Learners in the Northern Region of Lesotho

Similar to many other countries, Lesotho has experienced growing concerns regarding moral decay among youth in recent years. This concern could be attributed to various factors, such as rapid socio-economic changes, advancements in technology, and shifting societal norms. Consequently, negative consequences have arisen, including drug abuse, disrespect for constituted authority, and disengagement from academics among learners. The study therefore intents to explore the efficacy of religious studies in addressing moral erosion and developing ethical behaviour to ensure its effective implementation and impact. This study adopts the Cognitive Dissonance Theory as a framework to investigate the potential of religious studies in secondary schools as a means to develop ethical behaviour and address the increase in moral decay among learners. Through purposive sampling, six teachers from six member schools of the religious studies association in the northern region of Lesotho were selected to participate in semi-structured interviews. The findings of the study indicate that moral decay among learners is primarily influenced by factors such as poverty, lack of parental guidance, limited access to education, and dysfunctional family structures. Furthermore, the study reveals that religious studies content and various teaching approaches have the potential to cultivate moral values and counteract moral decadence among learners. The study recommends that teachers receive continuous professional development and support to enhance their pedagogical skills in effectively delivering moral education through religious studies. Moral instruction curriculum rather than religious studies curriculum should be introduced. The curriculum should accommodate all religions’ moral precepts.

Social Constructivism in Learning Islamic Religious Education in State Senior High Schools in Palu City, Indonesia

This study explores the perspectives and implementation of social constructivism in the context of Islamic Education learning in State Senior High Schools in Palu City. The research method applied is a qualitative multi-case study. Data was gathered through direct observation, in-depth interviews, and written document analysis. Interviews involve two school principals and fifteen Islamic education teachers from two State Senior High Schools. The data was then analyzed using thematic analysis. This study found that the paradigm of the school principals demonstrates an understanding and support that needs improvement to delve into and precisely support the theory of social constructivism in the teaching of Islamic religious education. Nonetheless, the school principals also exhibit awareness of the significance of applying the principles of social constructivism in the context of Islamic education. In both schools, the teachers still need to understand social constructivism thoroughly. The teaching practices still rely on lecture methods as the primary approach, leading to the teacher's role primarily focused on imparting information, with collaborative learning implemented as question-and-answer sessions and group discussions. Limitations in assigning collaborative tasks and projects result in the potential for developing the Zone of Proximal Development (ZPD) among students, which needs to be fully optimized. The concept of scaffolding is only provided to students who inquire; thus, the principles of social constructivism in learning still need to be fully optimized. This study concluded that academics have the opportunity to enrich their knowledge, education practitioners can improve teaching skills, and policymakers can design more effective educational strategies and programs. Joint efforts are needed to enhance the understanding and implementation of social constructivism in Islamic Education learning in State Senior High Schools in Palu City.

Pembelajaran Bilingual: Pemerolehan dan Perkembangan Bahasa Kedua Terhadap Kemampuan Kognitif Anak Bilingual

This research focuses on the implementation of bilingual learning in schools from early childhood which can influence the acquisition and development of a second language and children's cognitive abilities. The aim of this research is to describe theories from the results of several other studies regarding the influence of second language acquisition on the cognitive abilities of bilingual children. The research method used is qualitative with a library study approach to collect information from various library sources that are relevant to the research topic. The data sources in this research were obtained from books and articles that discuss the phenomenon of bilingualism as well as research results that refer to the cognitive abilities of bilingual children. In the results and discussion section, it can be concluded that children's acquisition of a second language can influence cognitive abilities. Bilingual learning makes students more flexible in multilingual environments and provides better opportunities to participate in global society. From a cognitive perspective, bilingual children have better skills than monolingual children. However, the effectiveness of bilingual learning can be achieved if it is facilitated by several supporting factors. Overall, the advantages of bilingual children outweigh the disadvantages

Experiences of experts in intelligence measurement of South African school learners

This qualitative research study emerged from the essential need for reliable and valid intelligence test instruments for South African school learners, who are characterised as a diverse population with their variety in culture, ethnicity, and language, as well as having unequal socio-economic and educational backgrounds. The aim of this research study was to use a qualitative interpretive description research design to explore and describe the experiences of both experts in intelligence test development and/or adaptation as well as psychologists and psychometrists who have administered intelligence tests to South African school learners in various contexts. Twelve psychologists and/or psychometrists were interviewed, of which six were also experts in test development and/or adaptation, which yielded four themes after thematic analysis, namely, utilised intelligence measurements in the current South African school learner context are less relevant; the South African education system is a major issue specifically within lower socio-economic status (SES) contexts; it does not seem feasible to design or adapt suitable intelligence measures that are valid and reliable in the current South African school learner context; and key informants’ recommendations from their experiences.Contribution: This research study contributes to the understanding of the measurement of intelligence of South African school learners in diverse contexts. Findings of this research study can guide the strategic process to design an intelligence instrument suitable for a South African population of school learners, informing fair assessment practices for multiethnic equalisation.

Impact of integrating smartphones in the teaching and learning of Mathematics in Mberengwa district, Zimbabwe

Worldwide, the utility of smartphones in the teaching and learning of Mathematics has been greatly recognized and taken advantage of. This is mainly because of the precisions this technology can bring in the classroom. This study investigated the impact of integrating smart phones in the teaching and learning of Mathematics at secondary schools in Chegato Cluster in Mberengwa district, Zimbabwe. It also examined strategies that can be used to enhance the use of smartphones in these schools. The study used a mixed method approach where both qualitative and quantitative data was gathered and was used to answer the formulated research questions. Ten parents, 10 Mathematics teachers, 4 school heads and 40 learners participated in the study. The study found that the introduction of the competence-based curriculum by the ministry of Education in Zimbabwe, which is in solidarity with Education 5.0 calls for the use of smart phones in the teaching and learning of Mathematics which ensures that several modern skills are being acquired by learners in Chegato secondary schools. Learners in Chegato Cluster benefit by using smartphones to store soft copies of various Mathematics textbooks which are often scarce in hard-copy form. Students also benefit from Mathematical applications that are installed in their smartphones. Teachers use smartphones as media in the classroom to enhance learner-understanding of the concepts. Again, in Chegato, the use of smartphones has exposed learners to various Mathematical technological skills that help in the learning of Mathematics and has the potential of improving the pass rate. School heads and teachers acknowledged that the availability of smartphones in the schools has greatly assisted “O” level Mathematics learners to accomplish their tasks.Strategies that can be used to enhance the use of smartphones in secondary schools include the use of individualised student passwords which are controlled and monitored by the school administrators to ensure that the activities of each learner on the Internet can be tracked and any attempts by students to visit undesirable sites are detected. Also, the use of software applications, such as Mikrotik Hotspot Blocker, can be used to block students from accessing unsavoury Internet sites. The study concluded that though challenges such as lack of technological resources and some educators’ negative attitudes towards the use of smart phones affect Chegato Cluster, most participants found it helpful to use smartphones in the classroom because the gadget expose learners to new and better ways of dealing with Mathematical concepts. The study finally calls for all the involved parties in the cluster and beyond to actively take up their responsibilities facilitating the use of smartphones for the benefits of the students.

Immediate effects of Ramadan on objective time asleep in male youth football players from the Middle East: an interrupted time-series study

ABSTRACT Objective To examine the abrupt effects of Ramadan onset on actigraphy-based time asleep in male youth Muslim football players. Methods We adopted a quasi-experimental, interrupted time-series research design and tracked objective time asleep over a minimum of 12 consecutive nights in the two weeks prior to and immediately after Ramadan onset, respectively. Twenty-two, male academy student-athletes (chronological age range: 12.6 to 16.2 years) participated in the study (464 individual observations). Segmented generalized mixed-effects modelling estimated the effects of Ramadan onset on time asleep during the first period of night sleep only. Results Ramadan onset led to an immediate mean reduction of 89 min (95% confidence interval [CI], 54 to 123 min) in time asleep during the first period of night sleep compared to pre-Ramadan sleep patterns. Model-adjusted estimated marginal means for time asleep were ~ 5.7 h (95%CI, 5.1 to 6.2 h) before and ~ 4.2 h (95%CI, 3.6 to 4.7 h) after Ramadan onset. Night sleep interruptions resulting in two or more fragmented periods accounted for 8% (95%CI, 2 to 21%) to 19% (95%, 11 to 29%) of sleep observations before and after Ramadan onset, respectively. Conclusions The onset of Ramadan determined an abrupt reduction in time asleep of ~ 1 h 30 min in the first period of a night cycle and contributed to additional problems of heterogeneous sleep fragmentation that can impact optimal school learning and youth athlete performance development processes.

Learning Islamic Education Online

The COVID-19 pandemic has forced educational institutions around the world to shift to online learning. However, the impact of online learning on Islamic Religious Education (PAI) learning in secondary schools is still poorly understood. This study aims to evaluate the achievement of student competence in online PAI learning. This study used a qualitative approach with primary and secondary data from teachers, supervisors, and students in several secondary schools. The results showed that online PAI learning tends to be more oriented towards text comprehension, ignoring students' affective aspects, and eliminating social interaction in the learning process. Independent individual learning, lack of teacher-student interaction, and time restrictions also have an impact on neglecting the affective dimension of students. The implication of this finding is that online PAI learning has not been able to achieve overall learning objectives, especially in the development of students' cognitive, affective, and psychomotor competencies. It is necessary to adjust learning strategies so that online PAI learning can be more effective and meaningful for students in the future.

English Language Teaching and Learning in Secondary Schools in Isoko North Local Government Area of Delta State: Problems and Prospects

This paper studied the problems of teaching and learning English as a second language in junior school certificate examination in Isoko North Local Government Area of Delta State. The study sought to establish the extent to which students in Junior Secondary School and teachers should value English as the language of instruction. The framework adopted is the behaviorist theory of bilingualism. The simple percentage method of data analysis was employed to analyze data. The population comprised students in junior secondary schools in Ozoro precisely the students of Opute Grammar School, Ozoro and Heroes Group of Schools, Ozoro both in Delta State of Nigeria. The sample size was 100, and the instrument for data collection was the questionnaire which was tested and retested on some other students to ensure that it was reliable. It was found out that the majority of the students consider the English language a difficult subject because of their inability to understand every aspect, which the English language entails. It was also found out among others that the level of infiltration of mother tongue into the respondents’ English is very high. This research recommended that good reading habits should be developed in the students and also well-equipped libraries should be provided in the schools and communities in order to improve better performance in their study of English language. It concluded that the problems of teaching and learning English as a second language is as a result of the impact of mother’s tongue, inadequate textbooks, poor language background and lack of professional growth and development of teachers. If these discovered factors are not checked there will be a drastic decline in standard of education.

Optimizing Child-Friendly and Affordable Street Environments within 15-Minute Living Circles: A Qualitative Case Study

Children’s daily environmental views and street interactions, especially on their walk to school, are understudied in urban planning and psychological development. Street environments affect children’s sense of security and learning possibilities, however there is a gap in how street environments within 15 minutes affect educational engagement and behaviour. This qualitative case study examined Nanchang, China, children aged 7–12’s street interactions to determine how they perceive and interact with street environments on their way to school. Observing 10 carefully selected children, analysing their drawings, and interviewing them revealed key features of child-friendly streets, such as eye-catching safety signs, a wealth of recreational facilities, and interactive design elements that greatly impacted children’s daily lives. Quality street environments can encourage autonomous exploration, improve social skills, and connect school learning. Provide urban planners and policymakers with knowledge to improve street environments for children’s holistic development.

Challenges of teaching isiZulu reading in the early grades

The present study was conducted at a time when South African educational researchers and practitioners have become increasingly concerned about the state of the reading competence of the country’s primary school learners. Another concern that also drove this study was the teaching practices of foundation phase teachers, specifically regarding the current ‘science of reading’ (SoR). In a cross-sectional study of Grades 1–3 learners and their teachers in a primary school in Soweto, Johannesburg, the aim was to capture not only the reading competence of the learners, but also the teachers’ pedagogy and their reflections about their work. To this end, 263 learners were randomly selected from a population of 2 001, along with 24 teachers. Classroom practice was observed and recorded, and interviews with teachers were conducted over a period of six weeks during the third school term in 2019, while the selected learners completed the Early Grade Reading Assessment (EGRA). The outcome of the qualitative data from the classroom observations and the interviews with teachers captured their struggle with instructional methods. The assessment results show young learners’ worryingly low scores, leaving teachers with the urgent pedagogical challenge of teaching reading that could lead to learners’ improved performance.