The effects of instructional media on learner performance in the intermediate phase in Boitekong Rustenburg Area project office

Abstract

Learning involves the usage of all the senses and it is assumed that teachers are not using Instructional Media when presenting their lessons. The learners will understand very well if all their senses are being catered for, e.g., the sense of touch, smell, hearing, sight and taste. At Intermediate Phase, learners master few concepts and therefore, using lots of talking during the lesson is not going to assist. Teachers concentrate only on one medium namely the chalkboard, leaving out other media such as models, posters, transparencies and electronics media. Further problems are that most teachers also find themselves teaching in schools where resources are minimal, printing extra information difficult or referring learners for additional help not possible. Clasquin-Johson, Joubert and Hartell, (2010: 18) support these statement by saying, parents end up doing their project. The main purpose of the study was to investigate the effects of Instructional Media on learners' performance in the Intermediate Phase in Boitekong, Rustenburg Area Project Office. It aimed at influencing teachers to move out of using the traditional way of teaching. The study further influences today's teachers to use the constructive approach so that all learners can be accommodated in each and every lesson, more so, that today's learners' minds are very active and can be trained to perform better if this approach is included in the lesson. It also aimed at encouraging the stakeholders to work collaboratively and make sure that learners benefit out of Instructional Media to improve their performance. The quantitative and qualitative approaches were used to collect data. Through the quantitative approach, the study focused on three primary schools in Boitekong. Two hundred and eighty-nine Grade 4 learners and twenty-three teachers were used to get the empirical data through the following tools namely: questionnaires, documents observation, field notes and interviews. Another five teachers and ten learners in Grade 4 were given questionnaires with the aim of validating the data but they opted not to participate as participation was on voluntary basis. Both quantitative and qualitative analysis data were used, for example graphs, tables and discussions. The general findings from teachers, learners and literature reviews are that the effects of Instructional Media in classes where media is used contributes to good results, but there is no commitment on its requisition and using them during the lesson. An example is that it is argued that learners can work independently and teachers could instruct less, thus, the theory of Constructivism will automatically be applied. Sousa, (2007:38) state that the teachers should always consider getting learners' attention, teachers should make the subject matter more relevant, use models, set teams and set goals at all times. The recommendation is that, since Grade 4 is a critical class, learners should be engaged in meaningful activities, all their sens~s should be catered for during the lesson, and teachers should move out of the old approach and make sure that each and every learner is included in a lesson. The Grade 4 teachers should also focus on the content of the subject matter during the lesson.