Learners' and educators' perceptions of cell-phone use in the teaching and learning of Physical Science in Moretele high schools of the Bojanala District in South Africa

Abstract

This study investigated learners’ and educators’ perceptions of cell-phone use in the learning of Physical Sciences. The theory underpinning the study was the adoption model based on the theory of reasoned action (TRA) and the theory of technology acceptance (TAM). A mixed-method approach was applied. The instruments used to collect data were questionnaires, focus groups and interview schedules. The strategies used to analyse data were thematic analysis, cluster analysis and factor analysis. Data were coded and organized into descriptive themes, and differences between variables were noted. A mixed-gender sample of science learners aged 15 to 22 years and educators participated in the study. Both the qualitative and the quantitative data revealed that the learners and the educators had predominantly positive perceptions of the use of cell phones in the learning of Physical Sciences.