Unlocking Better STEM Learning in South Africa's Disadvantaged Schools

South Africa's education system faces persistent challenges in delivering high-quality Science, Technology, Engineering, and Mathematics (STEM) education, particularly in public schools serving low-income communities. National Senior Certificate (NSC) results reveal stark disparities: while overall pass rates hovered around 88% in recent years, only a fraction of learners achieve the proficient levels needed for university entry or STEM careers. For instance, mathematics enrolments dropped by over 12,000 between 2023 and 2024, with physical sciences seeing nearly 7,000 fewer participants. These trends underscore a widening skills gap that threatens the country's ability to build a competitive STEM workforce amid global technological shifts.

Yet, emerging research from the University of Johannesburg (UJ) offers a beacon of hope. A groundbreaking study demonstrates that targeted interventions—blending teacher guidance with digital simulations—can dramatically enhance conceptual understanding in chemistry, even in resource-scarce environments like Soweto townships. This approach not only bridges theoretical knowledge gaps but also paves the way for scalable improvements across STEM subjects nationwide.

The UJ Study: A Closer Look at Methodology and Design

Conducted by UJ PhD candidate Teboho Moloi, under the supervision of Prof Umesh Ramnarain (Director of UJ's Centre for Advanced Learning Technologies in Science, Technology, Engineering, Arts, and Mathematics—or CALTSTEAM) and in collaboration with Prof Joseph Krajcik from Michigan State University, the study targeted Grade 10 learners aged 15-16 from two under-resourced public schools in Soweto. These students, from lower socio-economic backgrounds, had limited prior exposure to advanced chemistry concepts involving physical and chemical changes—topics demanding mastery of macroscopic (visible), sub-microscopic (atomic/molecular), and symbolic (equations/formulas) representations.

A cohort of 80 learners was divided into two groups, both starting from equivalent baseline knowledge as confirmed by pre-tests. The first group used interactive computer simulations independently, with teachers providing only technical support. The second received the same simulations augmented by structured teacher facilitation, where educators were trained to guide discussions linking simulations to real-world applications and multiple representations. Sessions focused on free, accessible software compatible with school computers or even personal cell phones, addressing common issues like equipment theft in South African schools.

This quasi-experimental design, spanning targeted lessons over several weeks, controlled for variables like prior experience, ensuring robust comparisons. By emphasizing inquiry-based learning through visualization, the intervention tackled core barriers in traditional textbook-heavy teaching.

Striking Results: Substantial Gains in Conceptual Mastery

Post-intervention assessments revealed transformative outcomes. Both groups showed significant improvements in chemistry comprehension compared to pre-tests, validating the power of simulations alone. However, the teacher-guided simulation group outperformed markedly, achieving deeper, more sustained understanding of complex processes like phase changes and molecular interactions.

• Simulations enabled visualization of invisible sub-microscopic phenomena, boosting engagement and retention.
• Teacher guidance amplified this by fostering critical questioning and connecting abstract ideas to everyday contexts, such as boiling water or rusting metal.
• Effectiveness persisted despite resource constraints, proving viability in quintile 3-5 schools (government-designated no-fee or low-fee institutions).

"We found that the improvement in learning Chemistry was substantial for both groups," noted Moloi. "This shows that both interventions were largely effective in promoting learner conceptual understanding." Prof Krajcik highlighted the synergy: "The innovation is the integration of teacher and computer simulation supports... When strategically used, the one form of scaffolding can augment the other."

Why Chemistry? Addressing a Core STEM Bottleneck

Chemistry exemplifies STEM hurdles in South Africa, where learners struggle with abstract visualizations. National data paints a grim picture: In 2024 NSC exams, just 21% scored above 50% in mathematics, with similar lows in physical sciences. Grade 5 Trends in International Mathematics and Science Study (TIMSS) rankings placed SA last among 59 countries, signaling foundational weaknesses that cascade into high school.

The UJ intervention directly confronts this by making the invisible visible. Simulations depict atoms rearranging during reactions, demystifying symbolic equations. Extending to Grade 11 stoichiometry or Life Sciences genetics could yield compounding benefits, preparing learners for university STEM programs.

Cost-Effective and Scalable: Phones Over PCs

Resource poverty defines many SA schools—computers stolen, labs absent. The study's genius lies in adaptability: Free apps run on smartphones ubiquitous among township youth. "If a school does not have any computers at all... learners could use their cell phones," Moloi explained. This democratizes access, costing little beyond teacher training (workshops via UJ's outreach).

Prof Ramnarain envisions nationwide rollout: "Integrating this approach... would result in a substantial improvement in students' understanding [and] help South Africa secure a STEM workforce." Piloting in Gauteng could expand via Department of Basic Education partnerships, mirroring UJ's existing initiatives.

Photo by David Trinks on Unsplash

UJ's Broader Role: Pioneering STEM Outreach

UJ isn't new to this. CALTSTEAM, launched in 2025, drives tech-infused learning. UJ Academy, its STEM-focused high school, boasts 100% matric passes (90% bachelor-endorsed). Outreach includes teacher workshops, lab access for 100+ underserved learners annually, and STEAM Clubs promoting project-based learning.

Hosting the 34th Southern African Association for Research in Mathematics, Science, Technology, and Environmental Education (SAARMSTE) in January 2026 amplified discourse, with Vice-Chancellor Mpedi advocating university-high school synergies.

National STEM Landscape: Challenges and Progress

SA's STEM pipeline leaks early. Despite NSC gains (e.g., 2024 improvements in key subjects), quality passes lag: 6.3% in advanced math. Systemic issues—overcrowded classes (40-55 in rural areas), teacher shortages, language barriers—persist. The National Development Plan targets 450,000 university-eligible learners by 2030, but TIMSS underscores urgency.

Government efforts like Funza Lushaka bursaries aid, but interventions like UJ's prove universities must lead.

Stakeholder Perspectives: Teachers, Policymakers, Industry

Teachers praise simulations for engagement: Soweto educators noted heightened curiosity. Policymakers, including Basic Education Minister Siviwe Gwarube, echo SAARMSTE calls for innovation. Industry laments the skills drought—tech firms seek graduates, yet supply falters.

UJ's model aligns with UN Sustainable Development Goal 4 (quality education), offering multi-perspective solutions: equity for townships, workforce for economy.

Case Studies: Real-World Applications Beyond the Study

Similar UJ pilots in Gauteng show maths gains via simulations. Nationally, NWU and UFS interventions yield 20-30% score uplifts. In Soweto, post-study teachers report sustained use, with learners tackling Grade 11 topics confidently.

• Timeline: Pre-test → 4-6 simulation sessions → Post-test → Follow-up.
• Benefits: Cost under R500/learner; 2x faster mastery.
• Risks: Tech access uneven; teacher training essential.

Future Outlook: Scaling for Systemic Change

With political will (e.g., 2026 budget boosts), UJ's blueprint could reach millions. Train 10,000 teachers via MOOCs, deploy apps nationwide. Long-term: Reverse STEM decline, boost GDP via skilled youth. Challenges remain—equity, infrastructure—but evidence favors action.

For higher education, stronger school pipelines mean fuller STEM faculties, vital for SA universities like UJ.

Photo by Roman Kraft on Unsplash

Actionable Insights for Educators and Leaders

Start small: Pilot simulations in one class. Train via UJ resources. Monitor via pre/post-tests. Partner with unis for support. Parents: Encourage home tech use. This UJ study proves change is possible—now implement.