**3. Methodology**

This study looked at the use of the conceptual change approach as a teaching and learning strategy for Physical Sciences at a rural school. With the help of the qualitative research approach, a thorough analysis and explanation of the events under consideration were provided [11]. The Chemistry Achievement Test (CAT) was used to create lessons for the intervention programme and to determine the learners' alternate conceptions [12]. The CAT examinations were piloted on a small sample of Grade 11 Physical Sciences teachers from neighbouring schools to confirm topic validity. The information gathered by the CAT was examined using quantitative description. To guarantee the validity of the observation schedule for the intervention lessons and the interview schedule, colleagues in the same field were asked to review them.

**Table 1** represents a summary of the sample.

Purposive sampling was chosen for this study. The sample included 50 learners from a Grade 11 Physical Sciences class. Semi-structured interviews also used purposeful sampling. Twelve of the 50 learners who were sampled were chosen for interviews. They were sampled based on their performance, with four learners, each receiving low, average and high marks in the pre-test. Each group had four randomly selected learners (**Table 2**).


### **Table 1.**

*Sample size.*


### **Table 2.** *Research data collection plan.*

## **3.1 Data collection plan**

The data collection process was designed around the research question, and the lessons were prepared to meet the four conditions of conceptual change (dissatisfaction, intelligibility, plausibility and fruitfulness) [13]. Learners were required to work in groups and were given the opportunity to interact verbally. The goal was to allow learners to question concepts and recognise the limitations of their knowledge. For two weeks, learners were taught about chemical change four times a week during 50-minute class periods. Following the post-test, semi-structured interviews were conducted in the researchers' school. The 12 learners were divided into three focus groups of four.
