An exploration of teacher leadership : a case study in a Namibian urban primary school
- Authors: Zokka, Thomas Kayele
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Kavango -- Case studies Teacher participation in administration -- Namibia -- Kavango -- Case studies School management and organization -- Namibia -- Kavango -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1399 , http://hdl.handle.net/10962/d1001809
- Description: After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
- Full Text:
- Authors: Zokka, Thomas Kayele
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Kavango -- Case studies Teacher participation in administration -- Namibia -- Kavango -- Case studies School management and organization -- Namibia -- Kavango -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1399 , http://hdl.handle.net/10962/d1001809
- Description: After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
- Full Text:
An exploration of teacher leadership: a case study in a Namibian rural primary school
- Authors: Uiseb, Gerson
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Otjozondjupa -- Case studies Education, Elementary -- Namibia -- Otjozondjupa -- Case studies School management and organization -- Namibia -- Otjozondjupa -- Case studies Educational change -- Namibia -- Case studies Education, Rural -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1394 , http://hdl.handle.net/10962/d1001715
- Description: The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.
- Full Text:
- Authors: Uiseb, Gerson
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Otjozondjupa -- Case studies Education, Elementary -- Namibia -- Otjozondjupa -- Case studies School management and organization -- Namibia -- Otjozondjupa -- Case studies Educational change -- Namibia -- Case studies Education, Rural -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1394 , http://hdl.handle.net/10962/d1001715
- Description: The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.
- Full Text:
An exploratory study of techniques in passive network telescope data analysis
- Authors: Cowie, Bradley
- Date: 2013
- Subjects: Web search engines Internet searching World Wide Web Malware (Computer software) Computer viruses Computer networks -- Monitoring Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4573 , http://hdl.handle.net/10962/d1002038
- Description: Careful examination of the composition and concentration of malicious traffic in transit on the channels of the Internet provides network administrators with a means of understanding and predicting damaging attacks directed towards their networks. This allows for action to be taken to mitigate the effect that these attacks have on the performance of their networks and the Internet as a whole by readying network defences and providing early warning to Internet users. One approach to malicious traffic monitoring that has garnered some success in recent times, as exhibited by the study of fast spreading Internet worms, involves analysing data obtained from network telescopes. While some research has considered using measures derived from network telescope datasets to study large scale network incidents such as Code-Red, SQLSlammer and Conficker, there is very little documented discussion on the merits and weaknesses of approaches to analyzing network telescope data. This thesis is an introductory study in network telescope analysis and aims to consider the variables associated with the data received by network telescopes and how these variables may be analysed. The core research of this thesis considers both novel and previously explored analysis techniques from the fields of security metrics, baseline analysis, statistical analysis and technical analysis as applied to analysing network telescope datasets. These techniques were evaluated as approaches to recognize unusual behaviour by observing the ability of these techniques to identify notable incidents in network telescope datasets
- Full Text:
- Authors: Cowie, Bradley
- Date: 2013
- Subjects: Web search engines Internet searching World Wide Web Malware (Computer software) Computer viruses Computer networks -- Monitoring Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4573 , http://hdl.handle.net/10962/d1002038
- Description: Careful examination of the composition and concentration of malicious traffic in transit on the channels of the Internet provides network administrators with a means of understanding and predicting damaging attacks directed towards their networks. This allows for action to be taken to mitigate the effect that these attacks have on the performance of their networks and the Internet as a whole by readying network defences and providing early warning to Internet users. One approach to malicious traffic monitoring that has garnered some success in recent times, as exhibited by the study of fast spreading Internet worms, involves analysing data obtained from network telescopes. While some research has considered using measures derived from network telescope datasets to study large scale network incidents such as Code-Red, SQLSlammer and Conficker, there is very little documented discussion on the merits and weaknesses of approaches to analyzing network telescope data. This thesis is an introductory study in network telescope analysis and aims to consider the variables associated with the data received by network telescopes and how these variables may be analysed. The core research of this thesis considers both novel and previously explored analysis techniques from the fields of security metrics, baseline analysis, statistical analysis and technical analysis as applied to analysing network telescope datasets. These techniques were evaluated as approaches to recognize unusual behaviour by observing the ability of these techniques to identify notable incidents in network telescope datasets
- Full Text:
An exploratory study of the factors that influence the retention of managers in small to medium business enterprises
- Authors: Carr, Nathan Lars Armitage
- Date: 2013
- Subjects: Employee retention -- South Africa -- Eastern Cape Small business -- South Africa -- Eastern Cape Executives -- South Africa -- Eastern Cape Human capital -- Management Personnel management -- South Africa -- Eastern Cape Organizational effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:813 , http://hdl.handle.net/10962/d1007740
- Description: Integrative Summary: Small to Medium Business Enterprises (SME's) are widely recognised as the driver of economic growth. SME's are responsible for employing large sections of the working population and, in doing so, facilitate the development of skills for many thousands of workers. Whilst SME's may differ (according to various definition criteria such as size or turnover) from other types of organisation, they share one common denominator across all organisations: their overall effectiveness depends largely on the individual and collective people that make up the organisation -their employees. In this context the central question relevant to the research is "how do SME's retain their valued employee managers?" A quantitative research method was applied in the research. Data was collected by way of a structured self-administered survey questionnaire designed from a post positivist paradigm. The survey was constricted by way of modifying and adapting previous surveys designed to investigate factors that influence staff retention, to be relevant to managers employed by SME's. The sample consisted of 35 managers employed by SME's in and around East London in the Eastern Cape, South Africa. The results of the research give rise to a number of clear indicators on the key retention factors of employee managers. Based on the research results SME's that want to have the best chance of retaining their employee managers need strong and effective leadership within the organisation, must address soft organisational factors that are conducive to an open and trusted working environment and the roles of managers must have inherent job factors that allow a sense of freedom to plan and execute tasks autonomously. Economic factors such as pay and financial benefits were identified through the research as being the least important factor when it came to manager retention. These conclusions provide SME owners and senior managers with insight into the factors that are most likely to influence their ability to retain employee managers.
- Full Text:
- Authors: Carr, Nathan Lars Armitage
- Date: 2013
- Subjects: Employee retention -- South Africa -- Eastern Cape Small business -- South Africa -- Eastern Cape Executives -- South Africa -- Eastern Cape Human capital -- Management Personnel management -- South Africa -- Eastern Cape Organizational effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:813 , http://hdl.handle.net/10962/d1007740
- Description: Integrative Summary: Small to Medium Business Enterprises (SME's) are widely recognised as the driver of economic growth. SME's are responsible for employing large sections of the working population and, in doing so, facilitate the development of skills for many thousands of workers. Whilst SME's may differ (according to various definition criteria such as size or turnover) from other types of organisation, they share one common denominator across all organisations: their overall effectiveness depends largely on the individual and collective people that make up the organisation -their employees. In this context the central question relevant to the research is "how do SME's retain their valued employee managers?" A quantitative research method was applied in the research. Data was collected by way of a structured self-administered survey questionnaire designed from a post positivist paradigm. The survey was constricted by way of modifying and adapting previous surveys designed to investigate factors that influence staff retention, to be relevant to managers employed by SME's. The sample consisted of 35 managers employed by SME's in and around East London in the Eastern Cape, South Africa. The results of the research give rise to a number of clear indicators on the key retention factors of employee managers. Based on the research results SME's that want to have the best chance of retaining their employee managers need strong and effective leadership within the organisation, must address soft organisational factors that are conducive to an open and trusted working environment and the roles of managers must have inherent job factors that allow a sense of freedom to plan and execute tasks autonomously. Economic factors such as pay and financial benefits were identified through the research as being the least important factor when it came to manager retention. These conclusions provide SME owners and senior managers with insight into the factors that are most likely to influence their ability to retain employee managers.
- Full Text:
An investigation into conditions that enable or constrain sustainable paper usage at Rhodes University
- Authors: Mfenyana, Nondumiso Gloria
- Date: 2013
- Subjects: Colleges and Universities -- Environmental aspects -- South Africa Paper Waste paper -- Recycling
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:794 , http://hdl.handle.net/10962/d1004217
- Description: The interest in this study was initiated by the rapid global transition of paper usage to digital systems in teaching and learning at tertiary institutions, particularly those that are signatories to the Talloires Declaration, which include Rhodes University (RU). It was discovered that there are two earlier studies (Leslie et al. 2009; Amutenya et al. 2009) that investigated and proposed recommendations towards sustainable paper usage at Rhodes University (RU). This study then investigated the response of RU to the proposed recommendations of the above mentioned studies and evaluated the conditions that promote and constrain sustainable paper usage in teaching and learning, and the attitudes of users thereof.
- Full Text:
- Authors: Mfenyana, Nondumiso Gloria
- Date: 2013
- Subjects: Colleges and Universities -- Environmental aspects -- South Africa Paper Waste paper -- Recycling
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:794 , http://hdl.handle.net/10962/d1004217
- Description: The interest in this study was initiated by the rapid global transition of paper usage to digital systems in teaching and learning at tertiary institutions, particularly those that are signatories to the Talloires Declaration, which include Rhodes University (RU). It was discovered that there are two earlier studies (Leslie et al. 2009; Amutenya et al. 2009) that investigated and proposed recommendations towards sustainable paper usage at Rhodes University (RU). This study then investigated the response of RU to the proposed recommendations of the above mentioned studies and evaluated the conditions that promote and constrain sustainable paper usage in teaching and learning, and the attitudes of users thereof.
- Full Text:
An investigation into control mechanisms of driving performance : resource depletion and effort-regulation
- Authors: Louw, Tyron Linton
- Date: 2013
- Subjects: Automobile driving simulators , Automobile driving -- Psychological aspects , Automobile driving -- Physiological aspects , Traffic accidents , Traffic safety , Fatigue
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5101 , http://hdl.handle.net/10962/d1001842 , Automobile driving simulators , Automobile driving -- Psychological aspects , Automobile driving -- Physiological aspects , Traffic accidents , Traffic safety , Fatigue
- Description: Driver fatigue is a complex phenomenon that has a range of causal factors including sleeprelated and task-related factors. These manifest as different safety and performance outcomes. Extensive research has been applied to linking these factors to performance impairment. However, little research focuses on the mechanisms by which this link exists. This research project therefore focuses on the processes underlying how driving performance is controlled and maintained during the development on non-sleep-related driver fatigue. The main aim was to establish whether progressive impairment of driving control over a prolonged drive could be attributed to a depletion of attentional resources, as proposed by Resource Theory, or to a withdrawal of effort, as proposed by Effort-Regulation Theory. As a multicomponent skill, driving requires perception, cognition and motor output. The secondary aim of this research was therefore to assess whether a prolonged drive impairs stage-specific information processing. Participants (n=24) in three experimental groups performed a 90-minute simulated drive wherein they were expected to keep the bonnet of a car on a lane (tracking task). The three groups differed in terms of lane width: small, medium and large, corresponding to low, medium, and high task-demand, respectively. To assess the impacts of this task on stagespecific information processing, participants performed a set of resource specific tests before and after the prolonged drive. Each task had two difficulty variations to ensure that performance decrement was due not only to the task-characteristic, but specifically to resource depletion. The tests probing information processing were: a modified Fitts' tapping task for motor programming, a digit recall task for perception, and an object recognition reading task for cognition. Performance was measured as lateral deviation of the car. Physiological measures included heart rate frequency (HR) and various time- and frequencydomain heart rate variability (HRV) parameters, eye blink frequency and duration. The Borg CR-10 scale was used to evaluate subjective effort and fatigue during the task. Driving control declined over time and was supplemented by HR, HRV, blink frequency and duration, indicating an increase in parasympathetic activity (or a reduction in arousal). An increase in blink frequency was considered as a sign of withdrawal of attentional resources over time. Driving control declined to a greater extent in the large road width group and reflected a lower parasympathetic activity, whereas the inverse was observed for the small road width group. Resource tests reveal a non-specific impairment of information processing following the prolonged drive. However, this was accompanied by an increase in parasympathetic activity. Overall, results indicate that Effort-Regulation Theory better accounts for the impairment of driving control in prolonged driving than does Resource Theory. This suggests that the impact of fatigue is guided more by task goals and intrinsic motivation than by the manner in which the fatigue state developed. Moreover, performance impairment by effort-regulation is dependant more on time on task than on task-demand
- Full Text:
- Authors: Louw, Tyron Linton
- Date: 2013
- Subjects: Automobile driving simulators , Automobile driving -- Psychological aspects , Automobile driving -- Physiological aspects , Traffic accidents , Traffic safety , Fatigue
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5101 , http://hdl.handle.net/10962/d1001842 , Automobile driving simulators , Automobile driving -- Psychological aspects , Automobile driving -- Physiological aspects , Traffic accidents , Traffic safety , Fatigue
- Description: Driver fatigue is a complex phenomenon that has a range of causal factors including sleeprelated and task-related factors. These manifest as different safety and performance outcomes. Extensive research has been applied to linking these factors to performance impairment. However, little research focuses on the mechanisms by which this link exists. This research project therefore focuses on the processes underlying how driving performance is controlled and maintained during the development on non-sleep-related driver fatigue. The main aim was to establish whether progressive impairment of driving control over a prolonged drive could be attributed to a depletion of attentional resources, as proposed by Resource Theory, or to a withdrawal of effort, as proposed by Effort-Regulation Theory. As a multicomponent skill, driving requires perception, cognition and motor output. The secondary aim of this research was therefore to assess whether a prolonged drive impairs stage-specific information processing. Participants (n=24) in three experimental groups performed a 90-minute simulated drive wherein they were expected to keep the bonnet of a car on a lane (tracking task). The three groups differed in terms of lane width: small, medium and large, corresponding to low, medium, and high task-demand, respectively. To assess the impacts of this task on stagespecific information processing, participants performed a set of resource specific tests before and after the prolonged drive. Each task had two difficulty variations to ensure that performance decrement was due not only to the task-characteristic, but specifically to resource depletion. The tests probing information processing were: a modified Fitts' tapping task for motor programming, a digit recall task for perception, and an object recognition reading task for cognition. Performance was measured as lateral deviation of the car. Physiological measures included heart rate frequency (HR) and various time- and frequencydomain heart rate variability (HRV) parameters, eye blink frequency and duration. The Borg CR-10 scale was used to evaluate subjective effort and fatigue during the task. Driving control declined over time and was supplemented by HR, HRV, blink frequency and duration, indicating an increase in parasympathetic activity (or a reduction in arousal). An increase in blink frequency was considered as a sign of withdrawal of attentional resources over time. Driving control declined to a greater extent in the large road width group and reflected a lower parasympathetic activity, whereas the inverse was observed for the small road width group. Resource tests reveal a non-specific impairment of information processing following the prolonged drive. However, this was accompanied by an increase in parasympathetic activity. Overall, results indicate that Effort-Regulation Theory better accounts for the impairment of driving control in prolonged driving than does Resource Theory. This suggests that the impact of fatigue is guided more by task goals and intrinsic motivation than by the manner in which the fatigue state developed. Moreover, performance impairment by effort-regulation is dependant more on time on task than on task-demand
- Full Text:
An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria
- Agbomeji, Ayinda Mojeed Oladele
- Authors: Agbomeji, Ayinda Mojeed Oladele
- Date: 2013
- Subjects: Dropouts -- Prevention -- Nigeria -- Alimosho Local Government Area High school dropouts -- Nigeria -- Alimosho Local Government Area Education, Secondary -- Nigeria -- Alimosho Local Government Area Sex differences in education -- Nigeria -- Alimosho Local Government Area High school girls -- Education -- Nigeria -- Alimosho Local Government Area Student aspirations -- Nigeria -- Alimosho Local Government Area Vocational interests -- Nigeria -- Alimosho Local Government Area Sex discrimination in education -- Nigeria -- Alimosho Local Government Area Vocational guidance -- Nigeria -- Alimosho Local Government Area
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1835 , http://hdl.handle.net/10962/d1004331
- Description: Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
- Full Text:
- Authors: Agbomeji, Ayinda Mojeed Oladele
- Date: 2013
- Subjects: Dropouts -- Prevention -- Nigeria -- Alimosho Local Government Area High school dropouts -- Nigeria -- Alimosho Local Government Area Education, Secondary -- Nigeria -- Alimosho Local Government Area Sex differences in education -- Nigeria -- Alimosho Local Government Area High school girls -- Education -- Nigeria -- Alimosho Local Government Area Student aspirations -- Nigeria -- Alimosho Local Government Area Vocational interests -- Nigeria -- Alimosho Local Government Area Sex discrimination in education -- Nigeria -- Alimosho Local Government Area Vocational guidance -- Nigeria -- Alimosho Local Government Area
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1835 , http://hdl.handle.net/10962/d1004331
- Description: Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
- Full Text:
An investigation into how grade 10 learners make meaning during the teaching and learning of the topic on nutrition in Life Science: a case study
- Mwiikeni, Helena Twiihaleni, Shimwafeni-Mwiikeni, Helena Twiihaleni
- Authors: Mwiikeni, Helena Twiihaleni , Shimwafeni-Mwiikeni, Helena Twiihaleni
- Date: 2013
- Subjects: Nutrition -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Environmental sciences -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Experiential learning -- Namibia -- Oshana -- Case studies Education, Secondary -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1403 , http://hdl.handle.net/10962/d1001876
- Description: The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
- Full Text:
- Authors: Mwiikeni, Helena Twiihaleni , Shimwafeni-Mwiikeni, Helena Twiihaleni
- Date: 2013
- Subjects: Nutrition -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Environmental sciences -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Experiential learning -- Namibia -- Oshana -- Case studies Education, Secondary -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1403 , http://hdl.handle.net/10962/d1001876
- Description: The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
- Full Text:
An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
An investigation into how grade 9 learners make sense of the fermentation and distillation processes through exploring the indigenous practice of making the traditional alcoholic beverage called Ombike: a case study
- Uushona, Kleopas Ipinge Twegathetwa
- Authors: Uushona, Kleopas Ipinge Twegathetwa
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies High school students -- Namibia -- Omusati -- Social life and customs -- Case studies Education, Secondary -- Namibia -- Omusati Brewing -- Study and teaching -- Namibia Ovambo (African people) -- Namibia -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1396 , http://hdl.handle.net/10962/d1001757
- Description: One of the purposes of the Namibian curriculum is to ensure cultural inclusivity. That is, it recognises the inclusion of traditional cultural practices and experiences in science lessons where appropriate. Based on my experiences both as a learner and a science teacher, I have noted there is a rapid decline and loss of values in most of our cultural practices and heritages. This triggered my interests to do a study on an Oshiwambo traditional beverage known as Ombike. This study is therefore aimed at enhancing conceptual development, meaning making and understanding of concepts in fermentation and distillation. This study was conducted with my grade 9 learners at a school where I was teaching in Omusati region of Namibia. A community member who served as an expert was also a participant. She was involved more in discussions, interviews and most importantly in showing and demonstrating to the learners how Ombike is made practically. Essentially, the goal of this study was to investigate how the indigenous practice associated with the making of Ombike can be used to support meaning making of fermentation and distillation processes. This research is located within an interpretive paradigm where a qualitative case study was adopted. I consider this methodological framework appropriate in this study because it allowed me to use the following data gathering methods: brainstorming and discussion, observation, semi-structured and focus group interviews, and practical activities worksheet. Multiple methods were used for the purpose of triangulation and validation. An inductive analysis was used to discover data patterns and themes from the data. Moreover, ethical considerations were also taken seriously and all the participants gave informed consent. The findings of the study revealed that brainstorming and discussions were an appropriate strategy in eliciting learners’ prior everyday knowledge and experiences on, in particular, the making of Ombike. Furthermore, learner engagement and conceptual development were enhanced. This suggests that contextualisation of knowledge can enhance meaningful learning if it is properly planned. It was also found that practical activities in conjunction with mind maps helped learners to make meanings of scientific concepts. Based on my research findings, I therefore recommend the following three aspects: the consideration of learners` prior knowledge and experiences; contextualising knowledge through use of indigenous knowledge; and the learners’ active involvement in practical activities with an emphasis on key scientific concepts to be developed. That is, there is a need to teach for conceptual understanding.
- Full Text:
- Authors: Uushona, Kleopas Ipinge Twegathetwa
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies High school students -- Namibia -- Omusati -- Social life and customs -- Case studies Education, Secondary -- Namibia -- Omusati Brewing -- Study and teaching -- Namibia Ovambo (African people) -- Namibia -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1396 , http://hdl.handle.net/10962/d1001757
- Description: One of the purposes of the Namibian curriculum is to ensure cultural inclusivity. That is, it recognises the inclusion of traditional cultural practices and experiences in science lessons where appropriate. Based on my experiences both as a learner and a science teacher, I have noted there is a rapid decline and loss of values in most of our cultural practices and heritages. This triggered my interests to do a study on an Oshiwambo traditional beverage known as Ombike. This study is therefore aimed at enhancing conceptual development, meaning making and understanding of concepts in fermentation and distillation. This study was conducted with my grade 9 learners at a school where I was teaching in Omusati region of Namibia. A community member who served as an expert was also a participant. She was involved more in discussions, interviews and most importantly in showing and demonstrating to the learners how Ombike is made practically. Essentially, the goal of this study was to investigate how the indigenous practice associated with the making of Ombike can be used to support meaning making of fermentation and distillation processes. This research is located within an interpretive paradigm where a qualitative case study was adopted. I consider this methodological framework appropriate in this study because it allowed me to use the following data gathering methods: brainstorming and discussion, observation, semi-structured and focus group interviews, and practical activities worksheet. Multiple methods were used for the purpose of triangulation and validation. An inductive analysis was used to discover data patterns and themes from the data. Moreover, ethical considerations were also taken seriously and all the participants gave informed consent. The findings of the study revealed that brainstorming and discussions were an appropriate strategy in eliciting learners’ prior everyday knowledge and experiences on, in particular, the making of Ombike. Furthermore, learner engagement and conceptual development were enhanced. This suggests that contextualisation of knowledge can enhance meaningful learning if it is properly planned. It was also found that practical activities in conjunction with mind maps helped learners to make meanings of scientific concepts. Based on my research findings, I therefore recommend the following three aspects: the consideration of learners` prior knowledge and experiences; contextualising knowledge through use of indigenous knowledge; and the learners’ active involvement in practical activities with an emphasis on key scientific concepts to be developed. That is, there is a need to teach for conceptual understanding.
- Full Text:
An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study
- Authors: Kambeyo, Linus
- Date: 2013
- Subjects: Science -- Study and teaching Science -- Study and teaching -- Namibia Prior learning
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1383 , http://hdl.handle.net/10962/d1001487
- Description: This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with the learners. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements. Data sets were also analysed in relation to the research questions posed by this study. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with a teacher who observed the lessons and transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations, a process known as member checking. I also translated what the learners said in Oshiwambo, their home language, into English. The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences of acids and bases facilitated meaningful learning during teaching and learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. However, linking learners’ prior knowledge and experiences to conventional science (textbook science) proved to be a challenge. My recommendations are that teachers need support in their endeavors to incorporate learners’ real life experiences into their teaching and learning repertoires. Another aspect of my study that deserves further research is the role that language plays in implementing the curriculum.
- Full Text:
- Authors: Kambeyo, Linus
- Date: 2013
- Subjects: Science -- Study and teaching Science -- Study and teaching -- Namibia Prior learning
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1383 , http://hdl.handle.net/10962/d1001487
- Description: This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with the learners. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements. Data sets were also analysed in relation to the research questions posed by this study. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with a teacher who observed the lessons and transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations, a process known as member checking. I also translated what the learners said in Oshiwambo, their home language, into English. The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences of acids and bases facilitated meaningful learning during teaching and learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. However, linking learners’ prior knowledge and experiences to conventional science (textbook science) proved to be a challenge. My recommendations are that teachers need support in their endeavors to incorporate learners’ real life experiences into their teaching and learning repertoires. Another aspect of my study that deserves further research is the role that language plays in implementing the curriculum.
- Full Text:
An investigation into teacher perspectives and experiences in integrating HIV and AIDS information across the curriculum at some selected Junior Secondary Schools in the Oshana Region, Namibia
- Authors: Shifotoka, Simsolia Namene
- Date: 2013
- Subjects: AIDS (Disease) -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana HIV infections -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana Mathematics -- Study and teaching (Secondary) -- Namibia -- Oshana Geography -- Namibia -- Oshana -- Study and teaching (Secondary) Curriculum planning -- Namibia -- Oshana Teachers -- Namibia -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1838 , http://hdl.handle.net/10962/d1004336
- Description: HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
- Full Text:
- Authors: Shifotoka, Simsolia Namene
- Date: 2013
- Subjects: AIDS (Disease) -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana HIV infections -- Prevention -- Study and teaching (Secondary) -- Namibia -- Oshana Mathematics -- Study and teaching (Secondary) -- Namibia -- Oshana Geography -- Namibia -- Oshana -- Study and teaching (Secondary) Curriculum planning -- Namibia -- Oshana Teachers -- Namibia -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1838 , http://hdl.handle.net/10962/d1004336
- Description: HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
- Full Text:
An investigation into the factors that influence the success of small business in Port Elizabeth
- Authors: Wilmot, Chloé Margot
- Date: 2013
- Subjects: Small business -- South Africa -- Port Elizabeth Job creation -- South Africa Entrepreneurship -- South Africa Success in business -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1162 , http://hdl.handle.net/10962/d1001629
- Description: South Africa has one of the highest unemployment rates in the world, currently 23.90%. One way for the government and policy-makers of South Africa to address this dire statistic is through the fostering and promotion of entrepreneurship and small business creation. The benefits of entrepreneurship are numerous and can include: increasing a country’s productivity, enhancing the welfare and well-being of its citizens, reducing emigration rates, improving economic development and perhaps, most importantly, increasing employment rates. Worldwide, small businesses within the private sector have become indispensable to sustainable job creation and therefore it is of the utmost importance that small businesses in any economy develop, grow and succeed. Despite the fact that research pertaining to small businesses has increased over the years, little empirical evidence has been established. In particular, research into what makes small businesses successful has been limited. Entrepreneurial activity in South Africa remains less than ideal and therefore it is appropriate that research into the success factors of small businesses in South Africa be investigated. Furthermore, the survival of South African small businesses beyond four to five years of being in operation is estimated at only 20.00%. It is evident that a lack of knowledge exists and with respect to this research the factors found to be the most common determinants of success for small businesses in Port Elizabeth were determined and investigated. Convenience- and snowball sampling techniques were used to identify potential participants. In total 43 usable questionnaires were returned. Methodological triangulation was used to analyse the data, according to descriptive- and inferential statistics, as well as content analysis. This being so, the research was conducted within two paradigms, primarily, the positivist research paradigm and also the phenomenological research paradigm. The key findings of this study indicate personal factors to be the most important success factor group, while the environmental success factor group is considered the least important. The most important factors attributable to the success of participants’ small businesses include: maintaining good customer services skills and relationships; having a strong commitment to product/service quality; and having honest employees with sound professional ii knowledge and a positive morale. The least important success factors include: trade exhibitions and business fairs; small business legislation; and industry structure and competition. Finally, the hypothesis tests indicate that significant differences only exist between: the relationship statuses and business factors and the business sectors and environmental factors. The results of this research have significant practical implications for the various stakeholders of entrepreneurship. It is hoped that the results will add to the existing body of knowledge and in turn aid South Africa in becoming aware of the factors essential for small business success. In doing so, South Africa at large will be able to take full advantage of entrepreneurship and small business creation, which continue to remain well within its reach
- Full Text:
- Authors: Wilmot, Chloé Margot
- Date: 2013
- Subjects: Small business -- South Africa -- Port Elizabeth Job creation -- South Africa Entrepreneurship -- South Africa Success in business -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1162 , http://hdl.handle.net/10962/d1001629
- Description: South Africa has one of the highest unemployment rates in the world, currently 23.90%. One way for the government and policy-makers of South Africa to address this dire statistic is through the fostering and promotion of entrepreneurship and small business creation. The benefits of entrepreneurship are numerous and can include: increasing a country’s productivity, enhancing the welfare and well-being of its citizens, reducing emigration rates, improving economic development and perhaps, most importantly, increasing employment rates. Worldwide, small businesses within the private sector have become indispensable to sustainable job creation and therefore it is of the utmost importance that small businesses in any economy develop, grow and succeed. Despite the fact that research pertaining to small businesses has increased over the years, little empirical evidence has been established. In particular, research into what makes small businesses successful has been limited. Entrepreneurial activity in South Africa remains less than ideal and therefore it is appropriate that research into the success factors of small businesses in South Africa be investigated. Furthermore, the survival of South African small businesses beyond four to five years of being in operation is estimated at only 20.00%. It is evident that a lack of knowledge exists and with respect to this research the factors found to be the most common determinants of success for small businesses in Port Elizabeth were determined and investigated. Convenience- and snowball sampling techniques were used to identify potential participants. In total 43 usable questionnaires were returned. Methodological triangulation was used to analyse the data, according to descriptive- and inferential statistics, as well as content analysis. This being so, the research was conducted within two paradigms, primarily, the positivist research paradigm and also the phenomenological research paradigm. The key findings of this study indicate personal factors to be the most important success factor group, while the environmental success factor group is considered the least important. The most important factors attributable to the success of participants’ small businesses include: maintaining good customer services skills and relationships; having a strong commitment to product/service quality; and having honest employees with sound professional ii knowledge and a positive morale. The least important success factors include: trade exhibitions and business fairs; small business legislation; and industry structure and competition. Finally, the hypothesis tests indicate that significant differences only exist between: the relationship statuses and business factors and the business sectors and environmental factors. The results of this research have significant practical implications for the various stakeholders of entrepreneurship. It is hoped that the results will add to the existing body of knowledge and in turn aid South Africa in becoming aware of the factors essential for small business success. In doing so, South Africa at large will be able to take full advantage of entrepreneurship and small business creation, which continue to remain well within its reach
- Full Text:
An investigation into the perceptions of the first year mathematics students towards the alternative mode intervention : UNAM case study
- Authors: Iipinge, Reginald Kaleke
- Date: 2013
- Subjects: University of Namibia , Mathematics -- Study and teaching (Higher) -- Namibia , Compensatory education -- Namibia , Academic achievement -- Namibia , Education, Higher -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2005 , http://hdl.handle.net/10962/d1015669
- Description: A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.
- Full Text:
- Authors: Iipinge, Reginald Kaleke
- Date: 2013
- Subjects: University of Namibia , Mathematics -- Study and teaching (Higher) -- Namibia , Compensatory education -- Namibia , Academic achievement -- Namibia , Education, Higher -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2005 , http://hdl.handle.net/10962/d1015669
- Description: A number of tertiary institutions offer bridging courses and intervention programmes in order to increase the number of students performing well in first year mathematics. At the university of Namibia, the science faculty provides educational opportunities to students who have not met the requirements to proceed with MAT 3511 (Basic Math). Unfortunately, the majority of students are not able to cope with the first year modules in Mathematics and the pass rates are unacceptably low. In the interest of supporting students, the University was prompted to introduce a two mode intervention programme in first year mathematics, namely: the normal mode and the alternative mode intervention. The alternative mode intervention was designed to improve the mathematics achievement of first year students who are considered low achieving or at risk of failure. This programme involves the identification of the lowest attainers in first year mathematics, and the provision of professional and faculty trained tutors and individualized teaching to these students in order to advance them to a level at which they are likely to learn successfully in a normal mode system. This research explores the experience and perceptions of first year students on the alternative mode, in particular as it relates to mathematical strands of proficiency. A second step was to explore how teaching contributes to the learning of mathematics on the intervention programme. The empirical investigation was done in 4 phases. A questionnaire on mathematics teaching and learning was given to the students during the first phase. During the second phase, two focus group discussions were conducted. Thereafter four interviews were carried out with lecturers, and finally tutorial and lecture observation were conducted. An analysis of these findings led to the identification of the students’ experiences on the alternative mode. Analysis of the results indicate that the students identified mathematical proficiency as the central element to their learning, and pedagogical knowledge and exploratory talk were critical aspects of good teaching in the mathematical intervention programme.
- Full Text:
An investigation into the prevalence and use of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia: a case study
- Authors: Shilamba, Julia Ndinoshisho
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena Mathematics teachers -- Education (Secondary) -- Namibia -- Ohangwena Code switching (Linguistics) -- Research -- Namibia -- Ohangwena Education, Secondary -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1392 , http://hdl.handle.net/10962/d1001683
- Description: This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
- Full Text:
- Authors: Shilamba, Julia Ndinoshisho
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena Mathematics teachers -- Education (Secondary) -- Namibia -- Ohangwena Code switching (Linguistics) -- Research -- Namibia -- Ohangwena Education, Secondary -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1392 , http://hdl.handle.net/10962/d1001683
- Description: This research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region, while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics, while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts; clarifying statements or questions; emphasising points; making connections with learners’ own contexts and experiences; maintaining the learners’ attention with question tags; classroom management and maintaining discipline; and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question tags was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.
- Full Text:
An investigation into the school experiences of HIV-positive secondary school learners on ARV treatment in Katutura, Windhoek
- Authors: Haipinge, Emilie
- Date: 2013
- Subjects: HIV-positive youth -- Namibia -- Katutura (Windhoek) HIV-positive youth -- Social conditions -- Namibia -- Katutura (Windhoek) HIV infections -- Social aspects -- Namibia -- Katutura (Windhoek) HIV infections -- Psychological aspects -- Namibia -- Katutura (Windhoek) AIDS phobia -- Namibia -- Katutura (Windhoek) Antiretroviral agents
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1837 , http://hdl.handle.net/10962/d1004334
- Description: What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.
- Full Text:
- Authors: Haipinge, Emilie
- Date: 2013
- Subjects: HIV-positive youth -- Namibia -- Katutura (Windhoek) HIV-positive youth -- Social conditions -- Namibia -- Katutura (Windhoek) HIV infections -- Social aspects -- Namibia -- Katutura (Windhoek) HIV infections -- Psychological aspects -- Namibia -- Katutura (Windhoek) AIDS phobia -- Namibia -- Katutura (Windhoek) Antiretroviral agents
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1837 , http://hdl.handle.net/10962/d1004334
- Description: What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.
- Full Text:
An investigation into understanding the experiences of the level 5-7 student teachers when teaching fractions in primary schools in Namibia: a case study
- Authors: Vatilifa, Ndamononghenda
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Fractions -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1398 , http://hdl.handle.net/10962/d1001792
- Description: The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
- Full Text:
- Authors: Vatilifa, Ndamononghenda
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Fractions -- Study and teaching (Elementary) -- Research -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1398 , http://hdl.handle.net/10962/d1001792
- Description: The Namibian government through the Ministry of Education seeks for teachers to meet the demands and rise to the challenges of the post-independence basic education system. Therefore the University of Namibia Education Faculty must ensure through the training of student teachers for both lower, upper primary and secondary school level that these demands are met. Research shows that one of the major challenges in teacher training programs, specifically in the mathematics education programmes, lies with the student teachers’ difficulties in dealing with various topics in mathematics, particularly fractions. The teaching of fractions is a challenging area at primary level and lays the foundation for understanding different topics in upper grades such as algebra, ratio and proportion, statistics and probability, to mention just a few. This study focused on an exploration of teaching fractions by five student teachers during their teaching practice.The main purpose was to gain an understanding of the experiences of the level 5-7 student teachers with regard to their practice of fraction teaching; their experience of the mathematics education course with respect to the teaching of fractions; and their prior experience related to fractions and fraction teaching at Grade 6 level. The findings from this research showed that student teachers viewed mathematics, specifically fractions, as just about doing calculations, doing drill and practice as in this way learners’ understanding of fractions is enhanced. The importance of using rules and procedures was emphasized as paving the way to mastering fractions. The data analysis also revealed that student teachers employed different teaching approaches when they considered learners’ prior knowledge. However, they misinterpreted the learner-centred approach in terms of group work and class discussion in their teaching of fractions. The data also revealed that some student teachers had an understanding of fractions as they managed to redirect their learners from applying some fraction misconceptions. The findings further showed that due to lack of understanding most of the participants experienced fear and anxiety in their fraction teaching; attempted an approach then reverted to old practices used in schools; taught fractions as symbolic representations where no meaning was involved; used incorrect terminologies such as ‘1 over 4’ or ‘1 out of 4’ instead of a ‘quarter’ or ‘one-fourth’. It is further revealed that the some student teachers viewed a fraction as a pair of two different whole numbers and can be broken apart. The findings of this study yielded one main implication for the teaching of mathematics: that the teacher training programs, specifically for mathematics teachers, must take into consideration the weaknesses and strengths of the student teachers shown in this study to properly train and prepare them to become effective mathematics teachers.
- Full Text:
An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study
- Homateni, Rauha Kau Ndahalomwenyo
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
An investigation of online threat awareness and behaviour patterns amongst secondary school learners
- Authors: Irwin, Michael Padric
- Date: 2013 , 2013-04-29
- Subjects: Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4576 , http://hdl.handle.net/10962/d1002965 , Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Description: The research area of this work is online threat awareness within an information security context. The research was carried out on secondary school learners at boarding schools in Grahamstown. The participating learners were in Grades 8 to 12. The goals of the research included determining the actual levels of awareness, the difference between these and self-perceived levels of the participants, the assessment of risk in terms of online behaviour, and the determination of any gender differences in the answers provided by the respondents. A review of relevant literature and similar studies was carried out, and data was collected from the participating schools via an online questionnaire. This data was analysed and discussed within the frameworks of awareness of threats, online privacy social media, sexting, cyberbullying and password habits. The concepts of information security and online privacy are present throughout these discussion chapters, providing the themes for linking the discussion points together. The results of this research show that the respondents have a high level of risk. This is due to the gaps identified in actual awareness and perception, as well as the exhibition of online behaviour patterns that are considered high risk. A strong need for the construction and adoption of threat awareness programmes by these and other schools is identified, as are areas of particular need for inclusion in such programmes. Some gender differences are present, but not to the extent that, there is as significant difference between male and female respondents in terms of overall awareness, knowledge and behaviour.
- Full Text:
An investigation of online threat awareness and behaviour patterns amongst secondary school learners
- Authors: Irwin, Michael Padric
- Date: 2013 , 2013-04-29
- Subjects: Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4576 , http://hdl.handle.net/10962/d1002965 , Computer security -- South Africa -- Grahamstown , Risk perception -- South Africa -- Grahamstown , High school students -- South Africa -- Grahamstown , Communication -- Sex differences -- South Africa -- Grahamstown , Internet and teenagers -- South Africa -- Grahamstown , Internet and teenagers -- Risk assessment -- South Africa -- Grahamstown , Internet -- Safety measures -- South Africa -- Grahamstown , Online social networks -- Social aspects -- South Africa -- Grahamstown
- Description: The research area of this work is online threat awareness within an information security context. The research was carried out on secondary school learners at boarding schools in Grahamstown. The participating learners were in Grades 8 to 12. The goals of the research included determining the actual levels of awareness, the difference between these and self-perceived levels of the participants, the assessment of risk in terms of online behaviour, and the determination of any gender differences in the answers provided by the respondents. A review of relevant literature and similar studies was carried out, and data was collected from the participating schools via an online questionnaire. This data was analysed and discussed within the frameworks of awareness of threats, online privacy social media, sexting, cyberbullying and password habits. The concepts of information security and online privacy are present throughout these discussion chapters, providing the themes for linking the discussion points together. The results of this research show that the respondents have a high level of risk. This is due to the gaps identified in actual awareness and perception, as well as the exhibition of online behaviour patterns that are considered high risk. A strong need for the construction and adoption of threat awareness programmes by these and other schools is identified, as are areas of particular need for inclusion in such programmes. Some gender differences are present, but not to the extent that, there is as significant difference between male and female respondents in terms of overall awareness, knowledge and behaviour.
- Full Text:
An investigation of teachers' mathematical task selection in the Zambia context
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text:
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text: