In South African urban high schools, traditional teaching methods are prevalent, often leading to suboptimal learning outcomes. A comparative study design was employed, involving surveys and interviews with a sample of high school teachers across three urban districts. Quantitative data were collected to measure changes in teacher practices and qualitative insights provided by teachers about the perceived benefits and challenges of implementing new methods. Teachers reported increased student engagement (65%) and improved academic performance (40%) following the introduction of innovative teaching techniques, though there was also a noted challenge in maintaining sustainability due to resource constraints. Innovative teaching methods show promise for enhancing educational outcomes but require supportive infrastructure and teacher training to sustain improvements over time. School districts should prioritise professional development programmes focused on updating teaching methodologies and provide resources to facilitate the adoption of new practices.
Mngeni et al. (Sun,) studied this question.