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Examining learner feedback on Life Sciences teachers’ practices in a resourceful secondary school: A South African case-study

Yemisi Deborah Ali, Hlologelo Climant Khoza

Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, Republic of South Africa

Abstract

The role of learner feedback has been widely acknowledged in higher education as a means of improving teaching practices, yet it has received limited attention in basic education. Drawing on the Pedagogical Content Knowledge (PCK) framework and the concept of learner voice, this study examined Life Sciences learners’ feedback on their teachers´ instructional practices in a resourceful secondary school. Data were collected through open-ended questionnaires administered to 20 learners in Grades 10 and 11, complemented by focus group interviews. Thematic analysis revealed that learners’ feedback addressed the quality of content knowledge taught, the implementation of practical activities, the methods of instruction employed, the teacher’s responsiveness to contextual factors, and the nature of assessment practices. These findings highlight the value of learner feedback in enhancing teacher practice within specific teaching contexts. It is recommended that science teachers systematically and informally engage learners to reflect on and refine their instructional approaches.

Keywords: learner feedback, learner voice, pedagogical practices, science teaching

How to cite this article: Ali, Y. D., & Khoza, H. C. (2026). Examining learner feedback on Life Sciences teachers’ practices in a resourceful secondary school: A South African case study. African Perspectives of Research in Teaching and Learning, 10(1), 68–83.

DOI: https://doi.org/10.70875/v10i1article6

Date published: 07 April 2026