Proceeding of the 4 th International Conference on Education, Vol. 4, 2018, pp. 8-19 Copyright © 2018 TIIKM ISSN 2424 - 6700 online DOI: https://doi.org/10.17501/icedu.2018.4102 Corresponding Author’s Email: *1443569@students.wits.ac.za THE USE OF COOPERATIVE INSTRUCTIONAL STRATEGIES TO CATER FOR THE LEARNING STYLE DIFFERENCES AMONG HIGH SCHOOL SCIENCE LEARNERS Sakyiwaa Danso 1* and Emmanuel Mushayikwa 1 1 University of the Witwatersrand, South Africa Abstract: The continuous use of the traditional method of teaching physical sciences in most senior secondary schools in South Africa and in particular schools in OR Tambo Inland District has contributed to the underperformance of learners in the subject. This has called for a shift from teacher-centered to a progressive learner-centered approach based on inclusiveness and collective learning to encourage diversity of reception and information processing. Therefore, this study investigated the use of Cooperative Instructional Strategy, considering learners learning style preferences to enhance learner’s achievement in electricity and magnetism. A pragmatic Mixed- methods sequential design was adopted for the study. The choice of mixed methodology was meant for both methods to complement each other for the purpose of data triangulation. Purposive sampling technique was used to select two high schools within the OR Tambo Inland District of Mthatha. Learning style questionnaire, physical sciences achievement test, interview, and observation schedules were the main instruments used to collect data. The quantitative data were analysed descriptively, while the qualitative aspect was analysed through thematic content analysis. It was found that cooperative instructional strategies improved learners’ performance in physical sciences. It is therefore recommended that teachers utilise appropriate instructional strategies that cater for all the differences learners bring to the classroom for effective teaching and learning to take. Keywords: Academic Achievement, Cooperative Instructions, Electricity, and Magnetism, Physical Sciences Introduction According to the Department of Basic Education (DBE, 2011), Physical Sciences promotes knowledge and skills in scientific inquiry and problem-solving; the construction and application of scientific and technological knowledge; and an understanding of the nature of science and its relationships to technology, society, and the environment. Despite the importance of physical sciences education to the development of the nation, the related literature (for example Karacop, 2017) shows that learners at all levels of the educational ladder have difficulty in learning physical science and have developed a negative attitude towards the subject. These and other similar learning difficulties revealed in the previous studies may occur due to so many factors. Some studies (for example, Mashile, 2001; Mji &Makgato, 2006) in South Africa have investigated and reported on different factors that particularly affect the teaching and learning of physical sciences. These include; poor teaching strategies, lack of basic content knowledge of teachers and mismatches of teachers’ teaching styles and learners’ learning styles, among others. In their conclusion, they indicated that the recurring poor performance in the subject calls for a concerted effort for measures that will help improve the status quo. According to Amedu and Gudi (2017), no one teaching method is suitable for the realisation of all teaching goals and outcomes. However research reports point to the importance of cooperation, collaboration, discussion, learning style-based instructions, verbal interaction and group work (De Baz, 2001; Doymus, 2008; Akimbobola, 2015, Gocer, 2010) in the teaching-learning process. Therefore, to enhance the understanding of learners in physical sciences, learners must be more active in the classroom and must creatively acquire