Interactive Teaching Strategies As Intervention For The Teaching Of Learners With Articulation Gaps During Phase Transition

Abstract

The purpose of the study was to investigate the implications of learner articulation gaps during phase transition with special reference to grade 4 class. The study used qualitative research approach. A case study design was followed in the study. The study employed interpretive research paradigm. Sample consisted of 12 participants which was drawn from grade 4 teachers, principals, and departmental heads. The study used interviews, lesson observations, and document analysis as means of data collection techniques. Thematic data analysis approach was employed in the study. The study used Kolb’s experiential learning theory as the theoretical framework. This study revealed that grade 4 teachers were impeded from applying interactive teaching approaches because of large or overcrowded classes amid the drastic changes that take place in the grade. It came out from the study that teachers were not able to assist learners to overcome the transition. Hence this study recommends the review of LoLT in the foundation phase of township schools, introduction of subject teaching in grade 3, the review of teacher-pupil ration to enhance the application of various interactive teaching approaches in grade 4, and the development of phase transition model. The suggested recommendations are intended to mitigate or address the articulation gaps experienced by learners so as to improve learner academic performance in grade 4.