Learners’ Perceptions on the Integration of Audio-Visual Simulations and WhatsApp into Physical Sciences Teaching and Learning – A Case Study of a University of Technology in South Africa

The purpose of this study was to examine Physical Science learners’ perceptions of the use of audio-visual simulations and WhatsApp in high school. The literature revealed that learners perceive Physical Science to be inadequately presented by teachers because rote and surface learning were promoted, while the application of deep thinking and learning was neglected. This is the gap in the literature that this study intended to address. The participants comprised 38 learners registered for a Grade 12 Physical Science upgrade course at a University of Technology in South Africa. A qualitative case study design was used. Data were obtained from the open-ended questionnaire, learner remarks on the audiovisual simulations (AVSs), and a focus group interview. The data was analysed using Atlas.ti. It was found that the real-life AVSs enhanced learners’ understanding of key concepts, which assisted them in solving Physical Science problems effectively. Furthermore, learners believed that WhatsApp assisted in providing immediate feedback from other learners on the problems they encountered at any time, and they gained more knowledge and new information. It is recommended that AVSs should be short, interesting, impactful, and depict real-life scenarios related to key Physical Science concepts to enhance the learner’s critical thinking and problem-solving competencies. This study contributes to the body of knowledge about the incorporation of technology in high school Physical Science to enhance critical thinking and problem-solving.