Leveraging CLASSE Insights to Bridge Engagement Gaps in Natural Science Education in a South African University: A Qualitative Exploration

Abstract Previous studies have highlighted low student engagement in natural sciences at South African universities. This qualitative study examines classroom engagement among second-year natural science education students at a rural South African university, utilising open-ended questionnaire data from the Classroom Survey of Student Engagement (CLASSE). Twenty purposively sampled students participated. Key themes emerged during data analysis utilising Braun and Clarke’s (2019, 2021) six-phase framework, including teaching methods, classroom environment, collaboration, assignments, and the lecturer’s role. Findings indicate that lecturer-led discussions, ICT integration, and interactive classes enhance engagement by clarifying objectives and sustaining interest. A supportive classroom environment, marked by inclusive seating, smaller classes, and a positive atmosphere, promotes participation, though some students remain hesitant to speak up, signalling a need for safer spaces. Collaborative strategies, such as group work and peer discussions, improve comprehension of complex concepts, while peer interaction outside class aids retention. Structured homework and iterative assignments strengthen content mastery and preparation. The lecturer’s teaching style, communication clarity, and motivational support were pivotal, with timely feedback further bolstering learning. The study underscores actionable strategies for resource-limited contexts, emphasising adaptable pedagogy, environmental adjustments, and collaborative practices to bridge engagement gaps. While findings are context-specific to rural South Africa natural science education, they may inform similar resource-constrained settings.