Abstract:
This study investigated the perceived teaching effectiveness of science tutors by grade 12 learners
who attended the Winter School programme. It aimed at equipping them with critical concepts and skills in science
and related subjects, organised by a University of Technology in South Africa. The participants were 198 grade 12
learners enrolled for Physical Sciences at the Winter School, comprising 93 (47%) females and 104 (53%) males
with age range 17-25 years old. Data were collected by means of a questionnaire on teacher efficacy administered
during the final week of the Winter School session and analysed using Descriptive statistics. The study found that,
participants (learners) were satisfied with delivery modes utilized by the tutors during teaching sessions. The
learners were also content on how tutors managed classroom activities and how they, the learners, were able to
reflect upon personal experiences and hands-on discovery learning that can overtly be connected to the tenets of
constructivism.
