The impact of climate change on agriculture in South Africa is a key factor that contributes to food insecurity. While this topic is covered in the Agro-ecology unit in Grade 10, it is important to determine the most effective way to teach it to learners. That is important because teaching methods utilized in Agricultural Sciences are envisaged to improve learners’ performance on the impact of climate change on food security. This study quantitatively compared teaching methods (i.e., Lecture, Demonstration, and Project-based) and their impact on learners’ performance in Agro-ecology. Each teaching method was tested on each group of 15 learners, which resulted in 45 learners per school, and the total number of participants was 180 when four schools were combined. A pre-experimental and post-test research design was employed to identify effective teaching methods for Agro-ecology among Grade 10 learners in Limpopo and Eastern Cape provinces. Analysis of covariate was used to test the hypothesis that (1) learners’ content knowledge on climate change and food security would differ with teaching methods, (2) the project-based and demonstration teaching methods would improve learners’ content knowledge because the project-based and demonstration methods are more practical, and learners learn better through these methods. The results showed that learners in the project-based and demonstration groups had significantly higher scores than those in the lecture (p < 0.05). The findings suggest that incorporating project-based teaching methods in secondary schools can improve learners’ performance and skills in Agricultural Sciences.

The Curriculum Assessment Policy Statement document indicates that Animal Studies comprise a substantial part of the Grade 12 syllabus, more so than topics like soil science, agro-ecology, agricultural economics, and crop science. This highlights the importance of exploring diverse teaching approaches in the beginning of Grade 10, as a strong foundation in earlier grades could improve understanding of Animal Studies in Grade 12. This study explored the effectiveness of inquiry-based learning (IBL) in teaching Grade 10 learners about poultry breeds. A mixed-method approach was used to compare IBL with traditional teaching methods. Forty-six Agricultural Sciences learners were randomly assigned to a quasi-experiment, with 23 learners in the experimental group taught through IBL and 23 in the control group taught using the traditional lecture method (TLM). Both groups underwent pre- and post-performance tests. The quantitative data were analysed using an independent t-test, while qualitative data were thematically analysed through document analysis of the learners' assessment scripts. Results from the t-test indicated that the experimental group achieved significantly higher mean scores than the control group (p<0.05). Furthermore, the document analysis revealed that IBL fosters higher-order thinking, active participation, and critical thinking skills. Consequently, the inquiry-based learning approach proves to be an effective tool for enhancing learners’ academic performance. These findings suggest that educators and policymakers should consider integrating inquiry-based learning strategies into the teaching of Agricultural Sciences curriculum to improve achievement of academic outcomes. Emphasis on active engagement and critical thinking can lead to more meaningful learning experiences for learners.

This study examined the role of e-modules and learning applications in enhancing scientific literacy among Grade 11 Life Sciences learners in a South African secondary school. Grounded in constructivist and connectivist learning theories, the research responded to persistent challenges in learners’ conceptual understanding, scientific reasoning, and application of scientific knowledge. A mixed-methods case study design was employed, combining quantitative pre- and post-test data with qualitative classroom observations and semi-structured learner interviews. Thirty learners participated in a technology-enhanced instructional intervention using curriculum-aligned e-modules delivered through Binogi and Google Classroom. Quantitative findings revealed a statistically significant improvement in scientific literacy following the intervention. Learners’ mean scores increased from 39.20% (pre-test) to 63.07% (post-test), representing a gain of 23.87 percentage points. A paired-samples t-test confirmed that this improvement was extremely significant (t (29) = 11.58, p < 0.0001), with a very large effect size (Cohen’s d = 2.11). Qualitative findings indicated that learners experienced enhanced engagement, improved conceptual clarity, and greater motivation when using digital learning tools, particularly through visualisations, animations, and self-paced learning. However, persistent difficulties with graph interpretation were also identified. The study concludes that the intentional integration of e-modules and learning applications can substantially enhance scientific literacy in Life Sciences by supporting conceptual understanding, reasoning, and learner engagement. These findings highlight the importance of pedagogically guided digital integration and teacher professional development to strengthen science learning outcomes.