Exploring secondary school learners' perceptions of the effectiveness of SOLEs pedagogy in physical sciences as a component of STEM

Literature review

Technology integration in the teaching of physical sciences can improve educational outcomes (Fernández-Batanero et al., 2021). However, Akcil et al. (2021) found that technology integration is not easily implementable because of available pedagogies. For example, Bayaga (2021) stated that teacher-training institutions prepare teachers inadequately to use Information Communication Technology (ICT) in teaching and learning. Bayaga’s (2021) outcry is echoed by Mathevula and Uwizeyimana (2014), who discovered that available technology integration training (inset and pre-service) does not affect teachers’ classroom practice. In addition, Harrell and Bynum (2018) linked inadequate teacher training to technology integration, with their (teachers) low self-efficacy and negative attitudes towards the use of technology in the classroom. Combining these ideas, it can be argued that SOLEs pedagogy can bring relief to teachers by assisting them in integrating technology into their physical sciences classrooms. According to Mitra and Crawley (2014), SOLEs pedagogy can be defined as a pedagogy that allows learners to independently find solutions to problems and acquire new information on the subject matter using the Internet. Mitra and Crawley found that working in groups during SOLEs interventions improves learners’ conceptual understanding more than working individually. In addition, secondary school learners’ motivation to learn physical sciences is affected by their level of participation in their learning (Tasgin & Tunc, 2018). Thus, SOLEs pedagogy, when correctly employed, can reaffirm Vygotsky’s view that effective science learning occurs when learners construct meaning by socially interacting with their peers (Bruner, 1998; Vygotsky, 1969). SOLEs pedagogy works because it complies with all the requirements of constructivist learning and uses technology to bring the world into science classrooms. The model initially used a personal computer (PC) as a technological resource that learners could access the Internet. Currently, technological devices such as smartphones, computers, tablets, and laptops that can be connected to the Internet can be used as the primary learner-teacher support material (LTSM) to facilitate SOLEs pedagogy.

Devices such as smartphones are now accessible to most learners in South Africa, including those from rural and disadvantaged backgrounds in South Africa (Ngesi et al., 2018). SOLEs pedagogy requires that learners be given questions/problems on the content they have not yet dealt with in the classroom, and devices they can use to access the Internet to investigate solutions to the problems. Using a literature review, Heslup (2018) argued that SOLEs pedagogy minimizes learners’ dependence on their teacher, which improves their ability to learn beyond their typical classroom. Minimizing learners’ dependence on their teachers also improves their autonomy in learning, which is imperative in physical sciences teaching and learning (Lai, 2011). This is why the SOLEs pedagogy is effective across all demographic groups (Mitra & Dangwal, 2017).

Therefore, it is imperative to investigate learners’ perceptions of pedagogical strategy before it can be implemented in the classroom for two reasons. The first reason is that learners’ perceptions of teachers’ pedagogical strategies have a dire effect on the (learners) achievement of their learning goals (Susanto et al., 2019; Tudor et al., 2010). The second reason is based on Rogers’ (2003) theory of the diffusion of innovation, which indicates that it is vital to investigate learners’ perceptions of pedagogy in order to understand their attitudes, which can affect their learning outcomes. Hence, the current study employed an exploratory qualitative method to investigate physical sciences learners’ perception of SOLEs pedagogy after they were exposed to it for four weeks.

Research question

The current study aimed to investigate the perceptions and views of physical sciences learners on the effectiveness of pedagogy of self-organized learning environments (SOLEs) in the classroom. To achieve this objective, the following question was formulated.

Theoretical framework

The current study is underpinned by two metacognitive skills development theories, which assert that learning occurs during social interaction with others and when learners learn collaboratively, and sociological theory, which explains how people receive innovative programs or strategies such as SOLEs pedagogy. Metacognitive skills development theories are Zimmerman’s (2000) self-regulated learning theory and Hadwin et al.’s (2011) socially shared regulated learning model. Zimmerman’s theory postulates that for metacognitive skills to develop, learners need to be allowed to plan, choose the strategy for implementing their plans, put the plan into action, evaluate the plan, and start over again. The development of metacognitive skills is directly linked to the development of conceptual understanding (Panchu et al., 2016). The current study argues that SOLEs pedagogy can develop learners’ metacognitive skills and, as a result, learners’ conceptual understanding, as it affords learners the opportunity to learn independently and collaboratively. Similarly, socially shared regulated learning (SSRL) helps develop learners’ metacognitive skills. SSRL explains the regulation of learning in social and interactive environments, such as ICT and computer-based learning environments (Winne & Hadwin, 1998). SSRL fits well with models that integrate self-regulated learning (SRL) and metacognition in a collaborative learning environment that integrates technology. Studies have found that technology can positively affect learners’ attitudes towards science education, as it improves their problem-solving abilities (Andrew et al., 2018; Baglama & Yucesoy, 2019; Tatlı et al., 2019). For example, Andrew et al. (2018) found that pedagogy incorporating traditional teaching and technology integration is useful in improving learners’ metacognitive knowledge, which is important for self-regulation and problem-solving. Pedagogy that allows learners to self-regulate their learning and share their innovations through social interaction can affect learners’ perceptions. As a result, pedagogy that can encourage socially shared regulated learning can develop learners’ perceptions towards learning physical sciences and, as such, can improve their conceptual understanding. This is best explained by the following diagram.

Figure 1. Perception interplay model.

The model indicates that, for any new innovation, the perceptions of the affected people need to be investigated to determine whether the program is well received. If it is not well received, there needs to be some modification; thereafter, the perceptions of the participants on the modified program should be investigated until the program is positively received. SOLEs pedagogy is a program based on Zimmerman and Hardwin’s metacognitive development theories, which were investigated to determine how it was perceived. This is in line with the theory of diffusion of innovation, which can be defined as the processes by which communication of innovation among participants in a social system occurs through certain channels (Rogers, 2003), as the study investigated the perception of stakeholders (learners) on a new program or strategy (SOLEs pedagogy). The theory underscores the importance of investigating stakeholders’ views, as they adversely affect a program’s success. Hence, the current study investigated learners’ perceptions of the effectiveness of SOLEs pedagogy in physical sciences, so that if learners have unfavorable attitudes towards the pedagogy, they can be reconstructed until they receive a positive perception.

Study sample and sampling method

As a case study, the current study population was all Grade 11 enrolled to study physical sciences in Capricorn district (South Africa, Limpopo province) in 2019. There were 120 (69 urban and 51 rural) participants selected through a purposive sampling method, considering whether they studied physical sciences and are in Grade 11 class. All 120 participants were exposed to SOLEs pedagogy instructions for four weeks, and only 15 were subjected to focus group interviews. The researcher purposively selected participants for the focus group interviews, considering their capabilities to provide valuable information.

Data collection

This study investigated learners’ perceptions of the effectiveness of SOLEs pedagogy in the physical sciences classroom. This study employed focus group interviews (FGIs) to gather data from 15 participants. FGIs were used because they allow the collection of richer data, as it facilitates robust discussions where participants are free to express themselves, as opposed to individual interviews where the participant may feel intimidated (Then, Rankin, & Ali, 2014). Data collection commenced after the learners were exposed to SOLEs pedagogy instruction for four weeks.

Data analysis

Data were analyzed thematically using coding methods. Thematic analysis was chosen because it allows the researcher to analyze qualitative data without pre-determined criteria and allows the researcher to generate real codes (Cohen et al., 2007). The coding methods included open, axial, and selective coding. Open coding (on a sentence-by-sentence basis) involves reading the transcripts to identify the main themes and give them codes. Open coding was followed by axial coding, in which connections between discrete excerpts were drawn (Yin, 2014) . Finally, axial coding was followed by selective coding, where codes were grouped under themes.

SOLEs pedagogy links learners’ classroom experiences with real-life experiences

The data from the FGIs revealed that learners opined that SOLEs pedagogy assists them in linking what they learn in the physical sciences classroom to their outside classroom experience. This view was expressed by participant Speaker (SP) 3, who, when asked, “How did the use of technology during lessons assist you in learning physical sciences?” responded by indicating the following.

This can be translated to: “I realised that technology shows us that whatever we learn in the classroom is related to life in general. This means education is not confined to the classroom only. I love how technology gives us the information beyond the classroom.” The main objective of education is to empower learners to develop problem-solving skills for solving real-life problems. However, learners struggle to relate what they learn in the classroom to what they are confronted with outside the classroom. The quote by participant SP3 validates the use of SOLEs pedagogy, as learners are of the view that it enables them to relate what they learn in the classroom to what they are confronted with outside the classroom environment. Participant SP3 has said that it resonates well with what has been reported by Bransford et al. (2001) that learners come to class with preconceptions about how the world works, and the new information learned may become superficial if their initial understanding is not reinforced.

Consequently, they are likely to revert to their preconceptions when tackling real-life problems. Therefore, SOLEs pedagogy can assist learners in improving their metacognitive skills and mold their views to align with those of scientists, as it minimizes the prevalence of cognitive dissonance by linking learners’ classroom experiences with their out-of-the-classroom experiences. This was also echoed by participant SP5, who responded:

This can be translated to: "I never thought that frictional force in class is the same frictional force that stops me from slipping when I walk. Neither did I know that a car can roll over because of inertia; this is so amazing. When we searched the information from the internet I realised that, everything we learn in class exists outside of the classroom. So, yes, I am fascinated." Accordingly, participant SP5 was of the view that SOLEs pedagogy allows the learning of physical sciences to continue beyond the usual science classroom. SOLEs pedagogy enables learners to continue learning even when not in the classroom. The findings indicate that participants are of the view that SOLEs pedagogy can arouse learners’ curiosity and improve their focus on learning the physical sciences.

In essence, SOLEs pedagogy fosters self-regulated learning, as it encourages learners to learn “anywhere and anytime,” according to participant SP5. If learners can relate what they learn in the classroom to their outside classroom experiences, their motivation to learn, attitude towards the subject, and interest in learning the subject will improve. This was pointed out by SP10, who stated:

In many cases, learners spend a lot of time trying to learn concepts that do not make sense to them, and as a result, they give up, lose interest, and become demotivated. Participant SP5 validates the use of the SOLEs pedagogy as it motivates learners to learn and improve their interest in the subject; it further allows them to understand concepts quicker, saving them much time when learning. This participant (SP10) attested to having enjoyed learning physical sciences through the SOLEs pedagogy as it allowed them to link what they learned in the classroom with their day-to-day experiences outside the classroom. It also helped them make sense of what was written in their textbook rather than having to memorize the facts directly without proper understanding. In essence, the use of SOLEs pedagogy is well received by learners, as it allows them to explore the applications of scientific knowledge in real life through access to the Internet.

SOLEs pedagogy provides an opportunity to simulate practical experiments in the physical sciences and limits learners’ reliance on the teacher

The current study’s findings show that learners are of the view that SOLEs pedagogy is effective in assisting them in their learning of physical sciences because the technology usage that goes with the pedagogy enables them (learners) to perform practical work (experiments), even if schools do not have adequate physical sciences resources. It emerged from the data that learners think that SOLEs pedagogy provides them with an opportunity to simulate physical sciences practical experiments and processes, as indicated by participants (SP3), who stated that:

This can be translated to: "What we are trying to indicate is that technology gives us an idea of what to expect if we experiment physically. It gives us an idea if our experiment is working because we would have seen that on the internet and would know our expectations. We would know what kind of smell must come out; if it does not become as expected, we will know that something was wrong, and we will have to go back and re-do the experiment correctly to get the expected results. In our activity we could understand the concepts of forces easily because of the use of internet. This is the most effective way of learning physical sciences and I can still remember most of the things.” The evidence emerging from the current study indicates that learners are of the view that SOLEs pedagogy can enhance the reflective aspect of metacognitive skills, as they attested that it enabled them to self-check their mistakes when performing an experiment that they first watched on the internet. According to participant SP3, the SOLEs pedagogy enabled them to develop implicit ways of self-checking, as using the Internet helped them anticipate the results of the experiment, and if they did not go according to the plan, what they had watched on the Internet would enable them to self-check and conduct error analysis. Since SOLEs pedagogy requires the use of the Internet, learners can see experiments performed on the Internet before they physically perform them to verify their findings. If there are mistakes, they will be able to correct themselves. In such instances, simulations provide an alternative way to help learners learn about the experiment by watching demonstrations on the Internet, which is better than not having any experiment at all, as participant SP3 attests.

Technology helps where there is no equipment … You can watch the demonstration [simulation] from the screen … we can’t wait for the government to bring us equipment, … We need to have alternatives that we can use to perform experiments instead of having to wait for the department. If they do not give us equipment what is going to happen? Are we going to wait and say we don’t have equipment … to use? This indicates that participant SP3 is of the view that SOLEs pedagogy allows learners to continue with their learning, even when the government has not supplied the school with equipment. The study’s findings show that simulating experiments is better than having no experiments.

Again, learners think that SOLEs pedagogy is effective in assisting them in the learning of physical sciences because it can enable them to select materials relevant to their learning style, which in turn assists them in becoming aware of their effective learning style. The finding was supported by participant SP5 who stated that: “Technology (internet) helps us if our lab does not have apparatus we can download videos and watch to improve our understanding. This is what we have done and I found it to be more effective.” Furthermore, SOLEs pedagogy can close the gap caused by the lack of standard science equipment in South African schools, as participant SP5 believed that it enabled them to perform physical science experiments on the Internet, supported by participant SP3, who stated that:

This can be translated to: "Technology proves to be more important where there is no equipment like safety gloves or maybe goggles. You can watch the demonstration on the screen. Imagine if we were forced to perform other experiments without equipment, this could be dangerous. So we can’t wait for the government to bring us equipment; you can’t wait for that period. Are you going to leave out that experiment? No! We need to have alternatives that we can use to perform experiments instead of having to wait for the department; if they do not give us equipment what is going to happen? Are we going to wait and say we don’t have the equipment because we don’t have those other things to use?"

Participants acknowledged that practical work (experiments) is important when studying the physical sciences. Learners agreed that practical work is essential for understanding physical sciences, but the evidence from the current study indicates that most schools in South Africa (including those in the current study) lack adequate equipment for practical work. This leads to science teaching focusing more on theory, which is not good for understanding physical science concepts. However, using SOLEs pedagogy can provide learners with an opportunity to experience practical work in physical sciences online, which can address the lack of proper physical science equipment.

SOLEs pedagogy provides multiple channels for receiving information and SOLEs fosters adaptation to group interaction

The participants of the current study believed that SOLEs pedagogy could provide multiple channels for receiving information, accelerating the cognitive process. For example, participant SP8 was of the view that it is easier to remember things that you see on video than to read about them in the textbook. When asked, ‘How did the use of technology during lessons assist you in learning physical sciences?’ Participant (SP8) responded by stating that:

This can be translated as: "Yes, learners can easily remember things they saw rather than relying on theory. Sometimes to sit down and read about things you did not see is a problem than what you saw. If you have seen it, you will remember it quickly, and you will be able to improve in learning science. Even in our case, after seeing how forces work by using our cell phones, we were able to understand. Technology helps a lot." This participant believed that it is easy to remember what you have seen, and if the method used to teach physical sciences allows learners to see what they are learning, it will likely positively impact their learning. As a result, the participants believed that SOLEs pedagogy could assist learners in learning through multiple channels.

It emerged from the data that the use of technology in SOLEs pedagogy assists learners in gathering information quicker and saving time. Moreover, by simply using a small technological device, SOLEs pedagogy expands learners’ sources of information and allows easy access. This was revealed by Participant SP7:

This can be translated to: "Yes, when we perform practical work, we can do it live on our cell phone screens through videos, and we develop an idea of what is happening, and it makes things easy, and there will be no need to look for resources." For example, SOLEs pedagogy can allow learners to explore any physical science experiment or phenomenon through online simulations and videos, which assist learners in learning through multiple senses. This implies that SOLEs pedagogy improved learners’ metacognitive skills and enabled them to learn independently by accessing information from the Internet, which developed conceptual understanding.

Study contributions and recommendations

The current study revealed that learners have a positive attitude towards SOLEs pedagogy, which could result in the development of their metacognitive skills and conceptual understanding, which was previously poorly understood. This revelation indicates that the current study has significantly contributed to understanding the impact that SOLEs pedagogy can have on science education, if implemented. Regarding contributions to practice, the current study has proven that SOLEs pedagogy can be employed in the physical sciences classroom at the secondary school level because learners have a positive attitude towards it (SOLEs pedagogy). The current study adds to previous studies that used SOLEs pedagogy because they (previous studies) did not investigate learners’ perceptions of the effectiveness of SOLEs pedagogy in the classroom. The current study found that learners have a positive attitude towards SOLEs pedagogy, which implies that it can yield positive results if implemented in the physical sciences classroom. In addition, the current study recommends further investigation of how teachers perceive SOLEs pedagogy in the teaching of physical sciences and other related subjects.