EXPLORING HOW SCIENCE TEACHERS USE MANIPULATIVE TEACHING MATERIALS IN THE CLASSROOM: A CASE OF SCHOOLS IN MANZINI REGION

Authors: Thamsanqa Maseko, Sithulisiwe Bhebhe & Mafu Thabiso

ABSTRACT

This study sought to explore how science teachers use manipulative teaching material in the classroom.  The study was based on the following objectives: establish the benefits of using manipulative teaching materials, determine the challenges faced by science teachers towards using manipulative teaching materials and suggest how science teachers may overcome the challenges faced in using manipulative teaching materials. Underpinned by the constructivism learning theory, a qualitative research approach was adopted where a case study research design was employed with a purposely selected sample of twelve (12) primary school science teachers who were randomly selected from four schools.  Data were analyzed using thematic analysis. The findings of the study revealed that there are benefits of using manipulative teaching materials. These were that, learners make sense of the theory and have a clear understanding of the concepts taught, learners also acquired scientific skills and manipulative teaching materials motivate learners to participate in the lesson, therefore this makes it hard for learners to lose attention. The study also revealed the challenges faced by teachers in using manipulative teaching materials were lack of resources needed in the science lessons, failure to meet the demands of the subject, and the number of learners in the classroom. The study further revealed that all these challenges could be minimized by the government building science laboratories in the schools and that teachers should improvise the manipulative teaching materials. Based on the findings, the study concludes that manipulative teaching materials play an important role in the teaching and learning of science.

Keywords: manipulative, teaching, materials, science teacher, academic performance

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