Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown
- Whittington-Jones, Alexandra
- Authors: Whittington-Jones, Alexandra
- Date: 2013
- Subjects: Gifted children -- Education (Primary) -- Research -- South Africa -- Grahamstown Inclusive education -- Research -- South Africa -- Grahamstown Mainstreaming in education -- Research -- South Africa -- Grahamstown Special education -- Research -- South Africa -- Grahamstown Curriculum planning -- Education (Primary) -- South Africa -- Grahamstown Education, Primary -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1893 , http://hdl.handle.net/10962/d1006088
- Description: In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
- Full Text:
- Date Issued: 2013
- Authors: Whittington-Jones, Alexandra
- Date: 2013
- Subjects: Gifted children -- Education (Primary) -- Research -- South Africa -- Grahamstown Inclusive education -- Research -- South Africa -- Grahamstown Mainstreaming in education -- Research -- South Africa -- Grahamstown Special education -- Research -- South Africa -- Grahamstown Curriculum planning -- Education (Primary) -- South Africa -- Grahamstown Education, Primary -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1893 , http://hdl.handle.net/10962/d1006088
- Description: In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
- Full Text:
- Date Issued: 2013
Mathematics teachers' experiences of designing and implementing a circle geometry teaching programme using the van Hiele phases of instruction as a conceptual framework: a Namibian case study
- Authors: Dongwi, Beata Lididimikeni
- Date: 2013
- Subjects: Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1412 , http://hdl.handle.net/10962/d1003133
- Description: The aim of this case study was to examine, analyze and report on the findings of the experiences of selected mathematics teachers when they used the van Hiele phases of instruction in designing and implementing a Grade 11 circle geometry teaching programme. The sample consisted of three selected mathematics teachers from the school where the researcher teaches. This school is located in the Oshikoto Education Region in Namibia. The school serves a multicultural group of 759 learners from a middle-class economic background. The site and participants were selected conveniently as the researcher had unrestricted access to both the facilities and the participants. This research takes the form of a case study and is underpinned by the interpretive paradigm. Data for this research was collected using a variety of techniques such as interviews, classroom observation and document analysis. This facilitated easy triangulation of the data. The findings of this research make four claims with regard to the experiences of the mathematics teachers with designing and implementing the circle geometry teaching programme using the five van Hiele phases of instruction as a conceptual framework. The findings revealed that firstly, all three participating mathematics teachers used and implemented all the five van Hiele phases of instruction in their lessons I observed. Secondly, the teachers navigated quite freely from one phase of instruction to the next, but also returned to the earlier phases for clarification and reinforcement in their teaching. Thirdly, the teachers saw the phases of instruction as a good pedagogical tool or template for planning and presenting lessons. Fourthly, the majority of the learners followed the instructions and seemed to obtain the answers faster than expected. The lesson presentations were lively and both teachers and learners communicated at length to discover angle properties of circles while developing and nurturing the technical language of geometry.
- Full Text:
- Date Issued: 2013
- Authors: Dongwi, Beata Lididimikeni
- Date: 2013
- Subjects: Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1412 , http://hdl.handle.net/10962/d1003133
- Description: The aim of this case study was to examine, analyze and report on the findings of the experiences of selected mathematics teachers when they used the van Hiele phases of instruction in designing and implementing a Grade 11 circle geometry teaching programme. The sample consisted of three selected mathematics teachers from the school where the researcher teaches. This school is located in the Oshikoto Education Region in Namibia. The school serves a multicultural group of 759 learners from a middle-class economic background. The site and participants were selected conveniently as the researcher had unrestricted access to both the facilities and the participants. This research takes the form of a case study and is underpinned by the interpretive paradigm. Data for this research was collected using a variety of techniques such as interviews, classroom observation and document analysis. This facilitated easy triangulation of the data. The findings of this research make four claims with regard to the experiences of the mathematics teachers with designing and implementing the circle geometry teaching programme using the five van Hiele phases of instruction as a conceptual framework. The findings revealed that firstly, all three participating mathematics teachers used and implemented all the five van Hiele phases of instruction in their lessons I observed. Secondly, the teachers navigated quite freely from one phase of instruction to the next, but also returned to the earlier phases for clarification and reinforcement in their teaching. Thirdly, the teachers saw the phases of instruction as a good pedagogical tool or template for planning and presenting lessons. Fourthly, the majority of the learners followed the instructions and seemed to obtain the answers faster than expected. The lesson presentations were lively and both teachers and learners communicated at length to discover angle properties of circles while developing and nurturing the technical language of geometry.
- Full Text:
- Date Issued: 2013
An exploration of leadership practices: a case study in a public high school in Nigeria
- Authors: Adediji, John Oluwole
- Date: 2013
- Subjects: Educational leadership -- Nigeria -- Case studies Teacher participation in administration -- Nigeria -- Case studies School management and organization -- Nigeria -- Case studies Education, Secondary -- Nigeria
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1405 , http://hdl.handle.net/10962/d1001955
- Description: The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing contemporary approaches such as distributed leadership. The main goal of this study was to explore leadership practices in the case study school with the main focus on how different people relate to each other in the various leadership practices of the school, such as staff and briefing meetings of the school. In addition, my research questions aimed at exploring the respondents’ perceptions of leadership and factors enabling or constraining the distribution of leadership in the school. The study is located within the interpretive paradigm. As a researcher in a wheelchair studying in South Africa I needed to find alternative ways of accessing the research site and gathering data. I was able to use electronic communication for the collection of my data. I used four different tools of data collection methods namely document analysis, observation, questionnaire and stimulated recall interviews. Findings from the study indicated that there was limited evidence of contemporary leadership approaches in the case study school. The school was still operating traditional leadership, while school activities were dominated by a hierarchical chain of command. What emerged from the leadership practices of the school could be termed authorised distributed leadership which was under the command of the school principal. Data also indicated that there were some forms of restricted teacher leadership in the management and administration of the school. In addition, findings revealed that the case study school was very good at the management and administrative functions. The school was very effective and efficient in the controlling and management of both human and material resources. Lastly, findings from the case study school indicated some enabling factors to the distribution of leadership in the case study school which include a culture of respect and cordial relations among the SMT and the teachers, Prominent among constraining factors to the distribution of leadership in the case study school were: cultural orientation of the people where the case school was located, exclusionary religious practices by the principal of the school and the inhibiting role played by the Ministry of Education. Finally, based on these findings, recommendations were made both for practice and for future research.
- Full Text:
- Date Issued: 2013
- Authors: Adediji, John Oluwole
- Date: 2013
- Subjects: Educational leadership -- Nigeria -- Case studies Teacher participation in administration -- Nigeria -- Case studies School management and organization -- Nigeria -- Case studies Education, Secondary -- Nigeria
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1405 , http://hdl.handle.net/10962/d1001955
- Description: The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing contemporary approaches such as distributed leadership. The main goal of this study was to explore leadership practices in the case study school with the main focus on how different people relate to each other in the various leadership practices of the school, such as staff and briefing meetings of the school. In addition, my research questions aimed at exploring the respondents’ perceptions of leadership and factors enabling or constraining the distribution of leadership in the school. The study is located within the interpretive paradigm. As a researcher in a wheelchair studying in South Africa I needed to find alternative ways of accessing the research site and gathering data. I was able to use electronic communication for the collection of my data. I used four different tools of data collection methods namely document analysis, observation, questionnaire and stimulated recall interviews. Findings from the study indicated that there was limited evidence of contemporary leadership approaches in the case study school. The school was still operating traditional leadership, while school activities were dominated by a hierarchical chain of command. What emerged from the leadership practices of the school could be termed authorised distributed leadership which was under the command of the school principal. Data also indicated that there were some forms of restricted teacher leadership in the management and administration of the school. In addition, findings revealed that the case study school was very good at the management and administrative functions. The school was very effective and efficient in the controlling and management of both human and material resources. Lastly, findings from the case study school indicated some enabling factors to the distribution of leadership in the case study school which include a culture of respect and cordial relations among the SMT and the teachers, Prominent among constraining factors to the distribution of leadership in the case study school were: cultural orientation of the people where the case school was located, exclusionary religious practices by the principal of the school and the inhibiting role played by the Ministry of Education. Finally, based on these findings, recommendations were made both for practice and for future research.
- Full Text:
- Date Issued: 2013
Woman vulnerability to HIV/AIDS : an investigation into women's conceptions and experiences in negotiating sex and safe sex in Okalongo constituency, Omusati Region, Namibia
- Authors: Haipinge, Rauha
- Date: 2013
- Subjects: AIDS (Disease) in women -- Namibia -- Omusati AIDS (Disease) -- Social aspects -- Namibia -- Omusati HIV infections -- Social aspects -- Namibia -- Omusati Women -- Namibia -- Omusati -- Social conditions Women -- Sexual behavior -- Namibia -- Omusati Man-woman relationships -- Namibia -- Omusati Sex instruction -- Namibia -- Omusati Safe sex in AIDS prevention -- Namibia -- Omusati Sex role -- Namibia -- Omusati HIV-positive persons -- Sex differences -- Namibia -- Omusati Male domination (Social structure) -- Namibia -- Omusati Sex discrimination against women -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1839 , http://hdl.handle.net/10962/d1004337
- Description: This study emerged from the high prevalence rate of HIV and AIDS infection among women in Sub-Saharan Africa, which has no exception to Namibia. Women have been vulnerable to HIV and AIDS let alone on sex related issues since the epidemic emerged, but not research has been done specifically to Okalongo women. The way in which women vulnerable to HIV and AIDS infection were explored by examined social and cultural identities that affect women’s sexual relations in negotiating sex and safe sex. Qualitative study on a sample of fifteen women was conducted in Okalongo. The purpose of this study was to investigate the conceptions and experiences of women in negotiating sex and safe sex with their husband and partners. Feminist theory guided the methodology and analysis of data. I assumed that gender roles andsexuality are socially constructed, shaped by religion, social, political, and economic influences and modified throughout life. Feminist theory assisted in documentary the ways in which the female’s gender and sexuality in Okalongo is shaped by cultural influences and by institutions that disadvantage female and other oppressed groups by silencing their voices. The feminist further guided the discussion of the contradicting messages about women’s sexuality and their experiences, as women complied, conformed and even colluded with their oppression. To address the issue under study, the primary analysis of data from the focus group discussion and individual interview were utilised. The following themes were the heart of analysis: Women Positionality, Normalisation and Compliance, Women Agency and Male Dominance Power, Women Perceptions of Risk, Sex Education in and out of school among Women.In this study the data suggested that women in Okalongo are more vulnerable to their lack of assertiveness, as they have difficult in developing an authoritative voice, they tend to be humble about their achievements and knowledge and to only assertively when concerned about others. The findings supported the literature that women’s vulnerability is strongly influenced and tied by broader forces present in the society. Women’s vulnerability is real and needs to be tackled for any progress to occur in the fight against AIDS. Until factors that constraints and enabling women agency to negotiate sex and safe sex acknowledged and addressed, women will continue to succumb to the HIV pandemic.
- Full Text:
- Date Issued: 2013
- Authors: Haipinge, Rauha
- Date: 2013
- Subjects: AIDS (Disease) in women -- Namibia -- Omusati AIDS (Disease) -- Social aspects -- Namibia -- Omusati HIV infections -- Social aspects -- Namibia -- Omusati Women -- Namibia -- Omusati -- Social conditions Women -- Sexual behavior -- Namibia -- Omusati Man-woman relationships -- Namibia -- Omusati Sex instruction -- Namibia -- Omusati Safe sex in AIDS prevention -- Namibia -- Omusati Sex role -- Namibia -- Omusati HIV-positive persons -- Sex differences -- Namibia -- Omusati Male domination (Social structure) -- Namibia -- Omusati Sex discrimination against women -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1839 , http://hdl.handle.net/10962/d1004337
- Description: This study emerged from the high prevalence rate of HIV and AIDS infection among women in Sub-Saharan Africa, which has no exception to Namibia. Women have been vulnerable to HIV and AIDS let alone on sex related issues since the epidemic emerged, but not research has been done specifically to Okalongo women. The way in which women vulnerable to HIV and AIDS infection were explored by examined social and cultural identities that affect women’s sexual relations in negotiating sex and safe sex. Qualitative study on a sample of fifteen women was conducted in Okalongo. The purpose of this study was to investigate the conceptions and experiences of women in negotiating sex and safe sex with their husband and partners. Feminist theory guided the methodology and analysis of data. I assumed that gender roles andsexuality are socially constructed, shaped by religion, social, political, and economic influences and modified throughout life. Feminist theory assisted in documentary the ways in which the female’s gender and sexuality in Okalongo is shaped by cultural influences and by institutions that disadvantage female and other oppressed groups by silencing their voices. The feminist further guided the discussion of the contradicting messages about women’s sexuality and their experiences, as women complied, conformed and even colluded with their oppression. To address the issue under study, the primary analysis of data from the focus group discussion and individual interview were utilised. The following themes were the heart of analysis: Women Positionality, Normalisation and Compliance, Women Agency and Male Dominance Power, Women Perceptions of Risk, Sex Education in and out of school among Women.In this study the data suggested that women in Okalongo are more vulnerable to their lack of assertiveness, as they have difficult in developing an authoritative voice, they tend to be humble about their achievements and knowledge and to only assertively when concerned about others. The findings supported the literature that women’s vulnerability is strongly influenced and tied by broader forces present in the society. Women’s vulnerability is real and needs to be tackled for any progress to occur in the fight against AIDS. Until factors that constraints and enabling women agency to negotiate sex and safe sex acknowledged and addressed, women will continue to succumb to the HIV pandemic.
- Full Text:
- Date Issued: 2013
Understanding trainee teachers' engagement with prior everyday knowledge and experiences in teaching physical science concepts : a case study
- Authors: Mukwambo, Muzwangowenyu
- Date: 2013
- Subjects: Science -- Study and teaching -- Namibia -- Caprivi -- Case studies Ethnoscience -- Study and teaching -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1402 , http://hdl.handle.net/10962/d1001874
- Description: The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.
- Full Text:
- Date Issued: 2013
- Authors: Mukwambo, Muzwangowenyu
- Date: 2013
- Subjects: Science -- Study and teaching -- Namibia -- Caprivi -- Case studies Ethnoscience -- Study and teaching -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1402 , http://hdl.handle.net/10962/d1001874
- Description: The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.
- Full Text:
- Date Issued: 2013
Learners' participation in leadership: a case study in a secondary school in Namibia
- Authors: Uushona, Andreas Bishi
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Case studies Student participation in administration -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Student government -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1395 , http://hdl.handle.net/10962/d1001749
- Description: Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
- Full Text:
- Date Issued: 2013
- Authors: Uushona, Andreas Bishi
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Case studies Student participation in administration -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Student government -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1395 , http://hdl.handle.net/10962/d1001749
- Description: Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
- Full Text:
- Date Issued: 2013
How do teachers characterise their teaching for conceptual understanding and procedural fluency?: a case study of two teachers
- Junius, Daniel Franscius, Danie Junius
- Authors: Junius, Daniel Franscius , Danie Junius
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1360 , http://hdl.handle.net/10962/d1001426
- Description: Over many years the practice or art of teaching Mathematics posed itself as, not only being different from the practice of teaching any other subject, but to have many challenges and opportunities that ask for exploration and understanding. Just after independence in 1990, Namibia has embarked upon a reform process for the entire education system. Many changes were brought about to create a uniform, equal system for all. However, many challenges still remain to be addressed. Mathematics education remains one of the key areas where Namibian teachers can contribute towards the improvement of the subject. Unsatisfactory results, under-qualified teachers, and a negative disposition towards Mathematics are some of the challenges. These challenges are not unique to Namibia. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of Mathematics education. Despite encountering numerous obstacles, many teachers are dedicated and achieve outstanding results with their learners. This thesis reports on a research project that focused on the Mathematics teaching practice of two teachers whose experiences can make a positive contribution to the improvement of Mathematics teaching in Namibia. Furthermore, this case study investigated and attempted to understand the Mathematics teaching practices of two proficient teachers who each claimed to have a specific and unique approach to teaching Mathematics. The one claimed to be mainly procedural in her Mathematics teaching, while the other one claimed to teach mainly in a conceptual manner. Both achieve very good results with their classes and attribute their own teaching orientations to a process of several experiences they went through as students and in their careers. The study revealed that both claims are substantiated and that each teacher was consistent in her claimed approach. Many challenges and constraints were encountered by both teachers, but in their unique and specific ways each teacher’s chosen teaching approach supported them to overcome these. It was evident from the findings that each teacher’s practice came about as an evolutionary process over an extended period of time. As many challenges and limitations are universal, it is believed that in sharing experiences, teachers can benefit from each other by improving their practice. It was clearly stated by both participants that the re-thinking of and reflecting on their own practices provided them with new insights and motivation. Peer support and sharing of practices contribute positively towards the improvement of the teachers’ classroom practices.
- Full Text:
- Date Issued: 2013
- Authors: Junius, Daniel Franscius , Danie Junius
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1360 , http://hdl.handle.net/10962/d1001426
- Description: Over many years the practice or art of teaching Mathematics posed itself as, not only being different from the practice of teaching any other subject, but to have many challenges and opportunities that ask for exploration and understanding. Just after independence in 1990, Namibia has embarked upon a reform process for the entire education system. Many changes were brought about to create a uniform, equal system for all. However, many challenges still remain to be addressed. Mathematics education remains one of the key areas where Namibian teachers can contribute towards the improvement of the subject. Unsatisfactory results, under-qualified teachers, and a negative disposition towards Mathematics are some of the challenges. These challenges are not unique to Namibia. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of Mathematics education. Despite encountering numerous obstacles, many teachers are dedicated and achieve outstanding results with their learners. This thesis reports on a research project that focused on the Mathematics teaching practice of two teachers whose experiences can make a positive contribution to the improvement of Mathematics teaching in Namibia. Furthermore, this case study investigated and attempted to understand the Mathematics teaching practices of two proficient teachers who each claimed to have a specific and unique approach to teaching Mathematics. The one claimed to be mainly procedural in her Mathematics teaching, while the other one claimed to teach mainly in a conceptual manner. Both achieve very good results with their classes and attribute their own teaching orientations to a process of several experiences they went through as students and in their careers. The study revealed that both claims are substantiated and that each teacher was consistent in her claimed approach. Many challenges and constraints were encountered by both teachers, but in their unique and specific ways each teacher’s chosen teaching approach supported them to overcome these. It was evident from the findings that each teacher’s practice came about as an evolutionary process over an extended period of time. As many challenges and limitations are universal, it is believed that in sharing experiences, teachers can benefit from each other by improving their practice. It was clearly stated by both participants that the re-thinking of and reflecting on their own practices provided them with new insights and motivation. Peer support and sharing of practices contribute positively towards the improvement of the teachers’ classroom practices.
- Full Text:
- Date Issued: 2013
A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schools
- Authors: Sibanda, Lucy
- Date: 2013
- Subjects: Science -- Study and teaching (Primary) -- Textbooks Reading comprehension -- Study and teaching (Primary) -- South Africa English language -- Textbooks for foreign speakers English language -- Study and teaching (Primary) -- Foreign speakers Education, Primary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1892 , http://hdl.handle.net/10962/d1006083
- Description: This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
- Full Text:
- Date Issued: 2013
- Authors: Sibanda, Lucy
- Date: 2013
- Subjects: Science -- Study and teaching (Primary) -- Textbooks Reading comprehension -- Study and teaching (Primary) -- South Africa English language -- Textbooks for foreign speakers English language -- Study and teaching (Primary) -- Foreign speakers Education, Primary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1892 , http://hdl.handle.net/10962/d1006083
- Description: This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.
- Full Text:
- Date Issued: 2013
Social and cultural discourses that shape male youths' masculinity and conceptions of risk and vulnerability to HIV and AIDS in Rundu Urban Constituency, Kavango region, Namibia
- Authors: Shikukutu, Faustinus
- Date: 2013
- Subjects: AIDS (Disease) -- Social aspects -- Namibia -- Kavango AIDS (Disease) in adolescence -- Namibia -- Kavango HIV (Viruses) -- Social aspects -- Namibia -- Kavango HIV infections -- Risk factors -- Namibia -- Kavango Men -- Sexual behavior -- Namibia -- Kavango Gender identity -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1391 , http://hdl.handle.net/10962/d1001672
- Description: HIV and AIDS still challenges the best efforts of public health and medical establishments and continues to ravage communities around the world. While measures have been put in place to preclude it from further spread, recent studies in the field of HIV and AIDS prevention intimate that for more efficacious intervention to be realized, it is critical to understand and address the social and cultural practices which influence sexual behavior, particularly understanding how issues of masculinity plays a role in the perpetuation of these behavior. Relying on Bourdieu’s theory of social practice, this study explores the inherent enduring nature of habitus and its role in the production and maintenance of masculine and sexual identities that predispose young men to HIV and AIDS. The study was conducted in Rundu Urban Constituency in Kavango Region of Namibia to gain insight into male youth’s masculinity and conceptions of risk and vulnerability to HIV and AIDS. The study design was qualitative and interpretive in nature. Data collection strategies included focus group discussions and individual interviews. Twelve male youth aged 17-20 years in two secondary schools (six in each) were selected to participate in the study. Four focus group discussions and fourteen individual interviews were conducted. Institutional ethical clearance from both regional education office and the schools were obtained before undertaking the study. Participants also signed written consent forms before interviews started. The findings of this study revealed that young men from this community were under constant pressure to conform to dominant masculine norms and values. Key in the case of youth in the study was the need to procreate as a dominant marker of one’s masculine and sexual identity because it represented a primary source of a ‘real’ man’s social identity in this community. This masculine and sexual identity seemed in itself to be constructed along paternal lines and cultural beliefs, which youth preserved by not only complying, but also reproducing. The sexual activities they reported that would secure their position as `real` men were often those that put them at risk and made them vulnerable to the epidemic.
- Full Text:
- Date Issued: 2013
- Authors: Shikukutu, Faustinus
- Date: 2013
- Subjects: AIDS (Disease) -- Social aspects -- Namibia -- Kavango AIDS (Disease) in adolescence -- Namibia -- Kavango HIV (Viruses) -- Social aspects -- Namibia -- Kavango HIV infections -- Risk factors -- Namibia -- Kavango Men -- Sexual behavior -- Namibia -- Kavango Gender identity -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1391 , http://hdl.handle.net/10962/d1001672
- Description: HIV and AIDS still challenges the best efforts of public health and medical establishments and continues to ravage communities around the world. While measures have been put in place to preclude it from further spread, recent studies in the field of HIV and AIDS prevention intimate that for more efficacious intervention to be realized, it is critical to understand and address the social and cultural practices which influence sexual behavior, particularly understanding how issues of masculinity plays a role in the perpetuation of these behavior. Relying on Bourdieu’s theory of social practice, this study explores the inherent enduring nature of habitus and its role in the production and maintenance of masculine and sexual identities that predispose young men to HIV and AIDS. The study was conducted in Rundu Urban Constituency in Kavango Region of Namibia to gain insight into male youth’s masculinity and conceptions of risk and vulnerability to HIV and AIDS. The study design was qualitative and interpretive in nature. Data collection strategies included focus group discussions and individual interviews. Twelve male youth aged 17-20 years in two secondary schools (six in each) were selected to participate in the study. Four focus group discussions and fourteen individual interviews were conducted. Institutional ethical clearance from both regional education office and the schools were obtained before undertaking the study. Participants also signed written consent forms before interviews started. The findings of this study revealed that young men from this community were under constant pressure to conform to dominant masculine norms and values. Key in the case of youth in the study was the need to procreate as a dominant marker of one’s masculine and sexual identity because it represented a primary source of a ‘real’ man’s social identity in this community. This masculine and sexual identity seemed in itself to be constructed along paternal lines and cultural beliefs, which youth preserved by not only complying, but also reproducing. The sexual activities they reported that would secure their position as `real` men were often those that put them at risk and made them vulnerable to the epidemic.
- Full Text:
- Date Issued: 2013
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:
- Date Issued: 2013
- 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:
- Date Issued: 2013
An analysis of the distribution and use of teaching aids in mathematics in selected Windhoek secondary schools
- Authors: Dzambara, Tobias Munyaradzi
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Teaching -- Aids and devices -- Research
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1344 , http://hdl.handle.net/10962/d1001410
- Description: This study investigates the types of mathematics teaching aids available at both public and private secondary schools in Windhoek. The study characterises their usage and source as well as teachers’ perceptions towards the use of such teaching resources in the Mathematics classroom. The study is grounded in an interpretive paradigm and employed a mixed methods approach to generate both quantitative and qualitative data in two sequential phases. Phase 1 of the research process, which involved 75 Mathematics teachers, took the form of an audit of the availability and use of teaching aids at 25 secondary schools in Windhoek. A case study methodology was adopted in Phase 2 which focused on five purposively selected schools that displayed different characteristics in terms of the availability of teaching resources. The study found that the majority of teachers at secondary schools in Windhoek have a positive attitude towards the importance and role of teaching aids in Mathematics, seeing them as promoters of hands-on engagement, visual reasoning, active participation and motivation amongst learners. However, in some instances schools are underresourced with respect to certain types of teaching aids, specifically graph boards, geoboards, geometric models and computers. A need for appropriate in-school support on the use of teaching aids was also identified
- Full Text:
- Date Issued: 2013
- Authors: Dzambara, Tobias Munyaradzi
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Teaching -- Aids and devices -- Research
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1344 , http://hdl.handle.net/10962/d1001410
- Description: This study investigates the types of mathematics teaching aids available at both public and private secondary schools in Windhoek. The study characterises their usage and source as well as teachers’ perceptions towards the use of such teaching resources in the Mathematics classroom. The study is grounded in an interpretive paradigm and employed a mixed methods approach to generate both quantitative and qualitative data in two sequential phases. Phase 1 of the research process, which involved 75 Mathematics teachers, took the form of an audit of the availability and use of teaching aids at 25 secondary schools in Windhoek. A case study methodology was adopted in Phase 2 which focused on five purposively selected schools that displayed different characteristics in terms of the availability of teaching resources. The study found that the majority of teachers at secondary schools in Windhoek have a positive attitude towards the importance and role of teaching aids in Mathematics, seeing them as promoters of hands-on engagement, visual reasoning, active participation and motivation amongst learners. However, in some instances schools are underresourced with respect to certain types of teaching aids, specifically graph boards, geoboards, geometric models and computers. A need for appropriate in-school support on the use of teaching aids was also identified
- Full Text:
- Date Issued: 2013
Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errors
- Authors: Vale, Pamela
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Communication in foreign language education -- Research -- South Africa Communication in foreign language education -- Research -- South Africa Education, Secondary -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1397 , http://hdl.handle.net/10962/d1001774
- Description: Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
- Full Text:
- Date Issued: 2013
- Authors: Vale, Pamela
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Communication in foreign language education -- Research -- South Africa Communication in foreign language education -- Research -- South Africa Education, Secondary -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1397 , http://hdl.handle.net/10962/d1001774
- Description: Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
- Full Text:
- Date Issued: 2013
Understanding how teachers scaffold learners to make sense of biological language and concepts when using English as a mediational tool: a case study
- Authors: Nakale, Elifas
- Date: 2013
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia Language and education -- Namibia , English as medium of instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1386 , http://hdl.handle.net/10962/d1001517
- Description: For the past few years, Namibian grade 11-12 learners’ achievement level in biology has not been very encouraging. Evidence to this effect is contained in recent examiners’ reports which outline misunderstanding and various misconceptions. The causes of these misunderstandings and misconceptions may be varied, but there is credible evidence that some of it is rooted in the language problem for learners. A classroom is a social unit where many social practices are acquired, including the use of English language. Equally, it is a place where errors in language are learnt and reinforced. Triggered by these challenges facing biology learners, a qualitative case study was conducted at two secondary schools in Ohangwena Region, Namibia. Its purpose was to investigate how biology teachers scaffold learners to make sense of biological language and concepts when English is used as the mediational tool. Underpinned by an interpretivist paradigm, the study made use of document analysis, observation (lessons were also video-taped) and interviews to generate the data. Several data generating techniques were used for triangulation and validation. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The data gathering methods were also used in data presentation, analysis and interpretation to determine the extent of scaffold that teachers provide to their biology learners. The main findings of my study are that, despite efforts by participant teachers to scaffold their learners in making sense of biological language and concepts, success rates in this regard remain disappointingly low due to their (teachers) limited pedagogical content knowledge. Teachers therefore require improved mentorship, monitoring and capacity building.
- Full Text:
- Date Issued: 2013
- Authors: Nakale, Elifas
- Date: 2013
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia Language and education -- Namibia , English as medium of instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1386 , http://hdl.handle.net/10962/d1001517
- Description: For the past few years, Namibian grade 11-12 learners’ achievement level in biology has not been very encouraging. Evidence to this effect is contained in recent examiners’ reports which outline misunderstanding and various misconceptions. The causes of these misunderstandings and misconceptions may be varied, but there is credible evidence that some of it is rooted in the language problem for learners. A classroom is a social unit where many social practices are acquired, including the use of English language. Equally, it is a place where errors in language are learnt and reinforced. Triggered by these challenges facing biology learners, a qualitative case study was conducted at two secondary schools in Ohangwena Region, Namibia. Its purpose was to investigate how biology teachers scaffold learners to make sense of biological language and concepts when English is used as the mediational tool. Underpinned by an interpretivist paradigm, the study made use of document analysis, observation (lessons were also video-taped) and interviews to generate the data. Several data generating techniques were used for triangulation and validation. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The data gathering methods were also used in data presentation, analysis and interpretation to determine the extent of scaffold that teachers provide to their biology learners. The main findings of my study are that, despite efforts by participant teachers to scaffold their learners in making sense of biological language and concepts, success rates in this regard remain disappointingly low due to their (teachers) limited pedagogical content knowledge. Teachers therefore require improved mentorship, monitoring and capacity building.
- Full Text:
- Date Issued: 2013
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:
- Date Issued: 2013
- 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:
- Date Issued: 2013
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:
- Date Issued: 2013
- 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:
- Date Issued: 2013
The integration of pre-primary education into three mainstream primary schools in the Khomas Region in Namibia: implications for management and leadership
- Poulton-Busler, Richardine Masoline
- Authors: Poulton-Busler, Richardine Masoline
- Date: 2013
- Subjects: Education, Preschool -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1388 , http://hdl.handle.net/10962/d1001581
- Description: One of the goals for Namibia’s Vision 2030, through ETSIP (2005‐2015), is to establish a preprimary year in primary schools for all children aged 5‐6 to be developed first in schools serving the poorest population and OVCs. ECD is widely recognised as having a significant impact on the subsequent learning of children. The high failure and dropout rate in grade 1 made this process an important one. In 2008 the integration of ECD became a reality in five schools in the Khomas region of Namibia. At present there are 29 pilot schools in the Khomas region 29 schools, and 504 in the whole of Namibia. According to the MoE all primary schools should have a preprimary class as ECD has been recognized as a key contributor to positive outcomes in schools. This study sought to investigate various stakeholders’ experiences and views of the integration of pre‐primary into mainstream pre‐primary schooling. The goal was to investigate the management and leadership implications of this integration. The study is an interpretive case study of three pilot primary schools. The research design made provision for data collection through semi‐structured interviews, focus groups and document analysis. The main finding was that, despite numerous challenges, principals are positive about the integration of pre‐primary. There is a sense of appreciation of the importance of pre‐primary. Principals adopt participative and collegial management approaches in leading their schools towards becoming learning organisations. The study also uncovered several significant challenges, such as the need for more training and the provision of infrastructure to make the process more effective.
- Full Text:
- Date Issued: 2013
- Authors: Poulton-Busler, Richardine Masoline
- Date: 2013
- Subjects: Education, Preschool -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1388 , http://hdl.handle.net/10962/d1001581
- Description: One of the goals for Namibia’s Vision 2030, through ETSIP (2005‐2015), is to establish a preprimary year in primary schools for all children aged 5‐6 to be developed first in schools serving the poorest population and OVCs. ECD is widely recognised as having a significant impact on the subsequent learning of children. The high failure and dropout rate in grade 1 made this process an important one. In 2008 the integration of ECD became a reality in five schools in the Khomas region of Namibia. At present there are 29 pilot schools in the Khomas region 29 schools, and 504 in the whole of Namibia. According to the MoE all primary schools should have a preprimary class as ECD has been recognized as a key contributor to positive outcomes in schools. This study sought to investigate various stakeholders’ experiences and views of the integration of pre‐primary into mainstream pre‐primary schooling. The goal was to investigate the management and leadership implications of this integration. The study is an interpretive case study of three pilot primary schools. The research design made provision for data collection through semi‐structured interviews, focus groups and document analysis. The main finding was that, despite numerous challenges, principals are positive about the integration of pre‐primary. There is a sense of appreciation of the importance of pre‐primary. Principals adopt participative and collegial management approaches in leading their schools towards becoming learning organisations. The study also uncovered several significant challenges, such as the need for more training and the provision of infrastructure to make the process more effective.
- Full Text:
- Date Issued: 2013
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:
- Date Issued: 2013
- 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:
- Date Issued: 2013
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:
- Date Issued: 2013
- 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:
- Date Issued: 2013
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:
- Date Issued: 2013
- 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:
- Date Issued: 2013
Student teachers' experiences in using multiple representations in the teaching of grade 6 proportion word problems : a Namibian case study
- Authors: Simasiku, Bosman Muyubano
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- Namibia Ratio and proportion -- Study and teaching (Secondary) -- Research -- Namibia Mathematics teachers -- Training of -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1393 , http://hdl.handle.net/10962/d1001703
- Description: This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.
- Full Text:
- Date Issued: 2013
- Authors: Simasiku, Bosman Muyubano
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- Namibia Ratio and proportion -- Study and teaching (Secondary) -- Research -- Namibia Mathematics teachers -- Training of -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1393 , http://hdl.handle.net/10962/d1001703
- Description: This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.
- Full Text:
- Date Issued: 2013