The Namibia CPD Journal for Educators

ANALYZING GRADE 4 LEARNERS’ MATHEMATICS EXERCISE BOOKS IN PURSUIT OF QUALITY BASIC EDUCATION IN NAMIBIA

Luiya Luwango, Erwina Karupu, Anna-Frugenta Mangundu — Thu, 20 Jul 2023 00:00:00 +0200

This paper presents the findings of a qualitative study that focused on the state of grade 4 learners’ mathematics exercise books. Identification of challenges in mathematics learning in early grades presents the opportunity for early stakeholder intervention to improve the quality of basic education. The random sampling strategy was used by the subject teacher to select fifteen books from one class comprising 5 below-average, 5 average, and 5 above-average learners for analysis. The document analysis method was used to establish the status of learners’ written work, how well the work was written, and to establish their performance in mathematics. This study found that learners’ writing skills are underdeveloped, they have challenges pertaining to comprehension of instruction and challenges in learning specific mathematics topics. The quality of mathematics written work is generally neglected in school, as mathematics learning is perceived to be a process that focuses on the acquisition of facts. This study confirms that the quality of learners’ written work has received little attention from relevant stakeholders. The state of learners’ written work calls for immediate intervention to improve mathematics learning.

Effects of authentic learning activities on Grade 7 learners’ achievements in Natural Science

Jafet S. Uugwanga, Hileni M. Kapenda , Choshi D. Kasanda — Thu, 20 Jul 2023 00:00:00 +0200

The effects of authentic learning activities on achievements in Natural Science among Grade 7 learners in the Khomas and Omusati regions were investigated. This study used a quantitative research approach and deployed a quasi-experimental design. The targeted population consisted of 716 Grade 7 classes comprising of 180 classes (5 400 learners) in the Khomas region and 536 (16 080 learners) in the Omusati region with a total of 21 480 learners from the public senior primary schools offering Natural Science. The pre-test and post-test non-equivalent control group design was used. Numerical data collected from both experimental and control groups were compiled using SPSS. A T-test was used to analyse both pre- and post-tests’ scores to determine whether learners’ achievement scores from experimental and control groups were different at probability (p) level of 0.05. The experimental groups mean scores on the pre-test and post-test were 18.91 and 31.72 respectively; while the control groups had mean scores of 17.28 and 23.07 correspondingly. These results indicated significant differences in the performance of the experimental groups and proved that authentic learning activities improve learners’ achievements in Natural Science. Based on the study findings, it concludes that authentic learning activities given to Grade 7 learners positively affect their achievements in Natural Science. Therefore, we recommend that schools procure appropriate authentic materials for effective teaching and learning of science concepts.

Challenges experienced by Upper Primary Student Teachers in post-lesson reflections during School Based Studies

Eveline Anyolo, Frieda Vatileni, Suama Nantanga, Johannes Shivute — Thu, 20 Jul 2023 00:00:00 +0200

This study sought to uncover how student teachers reflect on their lessons and to suggest strategies for improving post-lesson reflections. Post lesson reflection allows students to identify their strengthens and weaknesses which can improve teaching and learning processes. A qualitative approach with a single case of Hifikepunye Pohamba Campus was used. A sample of 10 student teachers from Social Studies and Mathematics Education was purposively selected. Document analysis and focus group discussions were used to collect data. Twenty post-lesson reflections were analysed to establish the extent to which students reflect on their own teaching. Data from document review and interview were thematically analysed. Findings revealed the following: students’ post lesson reflection are mostly focusing on the description and action plans; students understand post-lesson reflection as a way of evaluating oneself to improve teaching; students are faced with numerous challenges such as forgetting what happened in the lesson, not taught how to reflect, overloaded schedule, and mentor teachers and lecturers are not fully supportive. The study suggested the integration of reflection into lesson planning components of other modules and the presence of mentor teachers during the lesson presentations. The study recommends student teachers’ exposure to models of reflection and reduction of student teachers’ work in line with the University guidelines.

External School Quality Assurance and its influence on instructional leadership practices in secondary school education in Zanzibar

Khadija Said Kassim, Rose Ephraim Matete , Juma Saidi Mwinjuma — Thu, 20 Jul 2023 00:00:00 +0200

This study investigated External School Quality Assurance (ESQA) and its influence on instructional practices in secondary school education in Zanzibar. The mixed-method research approach was employed coupled with a convergent parallel design. The study was conducted at Kaskazini Region in Unguja and it involved 167 teachers, 12 HoSs, 11 ESQ assurers, 2 District Educational Officers (DEOs), and the Regional Educational Officer (REO), making a total of 193 participants. The study employed purposeful and simple random sampling procedures. Data was collected through interviews, documentary reviews, and questionnaires. Quantitative data were anlysed using Spearman's rho correlation coefficient and qualitative data were anlyzed using content and thematic approach. The results indicate that although ESQA plays a significant role in the improvement of instructional practices in secondary schools, however, statistically, the results indicate that there was no significant relationship between ESQA practices and HoSs and teachers’ instructional leadership improvement in secondary education. It was also found that the ESQA reports and recommendations were not implemented by the respective authorities to bring about effective improvement of the instructional process. ESQ assurers evaluated the performance of HoS based on administrative roles and teachers’ professional documents whereas classroom observations were not effectively carried out. The results further indicate that HoSs and teachers needed professional support to improve instructional practices. The key argument in this paper is that if secondary schools have to improve the quality of teaching and learning through instructional practices, ESQ assurers need to support the HoSs and teachers professionally. For this to be a reality, the government needs to commit its resources for the training programmes to the Department of ESQA, and classroom observation needs to be a central focus of the ESQ assurers to improve the teaching and learning in secondary school education.

Evaluating the implementation of the education sector policy on prevention and management of learner pregnancy in Ohangwena Region, Namibia

Paulus N. Nghuushi, Comfort A. Oyedokun , Rachel N. Shanyanana-Amaambo — Thu, 20 Jul 2023 00:00:00 +0200

The Education Sector Policy on Prevention and Management of Learner Pregnancy (ESPPMLP) is being implemented in Namibian schools to prevent pregnancy among learners and also to help those fallen pregnant be able to complete their education. This study evaluated the implementation of ESPPMLP in the Ohangwena region of Namibia as a pregnancy prevention tool in schools. Ohangwena is a region of concern in Namibia because it experienced an increasing number of school drop-out due to pregnancy for five consecutive years. The population of this study was the Heads of Departments, Life Skills teachers, Senior Education Officers, and Learner Representative Head-girls. The study employed interviews as a research method to collect data. Collected data were analysed using a thematic analysis method. The study found that the ESPPMLP has not been successfully implemented in some schools in the Ohangwena region. Teachers who are the main implementers of the ESPPMLP have experienced various challenges in the process of implementing the ESPPMLP. It was also established that some teachers are lacking the capacity to implement the ESPPMLP. The study has also found that there is an inadequate engagement of parents and the community in relation to learner pregnancy prevention matters. The study has finally proposed the framework for implementing the ESPPMLP in schools to protect learners from early pregnancy while they are completing their education.

secondary school teachers’ understanding of namibian boys’ underachievement and under-participation in education

Thu, 20 Jul 2023 00:00:00 +0200

To create awareness on gender disparity in academic achievement between boys and girls, we conducted the Namibian boys’ underachievement in education study (Zimba, et.al; 2023). We report on data from this study pertaining to secondary school teachers’ understanding of the issue. Using a pragmatic parallel mixed methods research design, systematic and criterion sampling techniques, we administered structured questionnaires to 528 teachers. We also conducted focus group discussions with 115 of these teachers. According to teachers, some boys performed worse than girls because they withdrew from learning activities, were not interested in education, dropped out of school and they did not participate in learning activities. Teachers also reported that several parents undermined their sons’ educational achievement by giving them too much freedom to roam around while strictly controlling the behaviour of their daughters, allowing their sons to abuse alcohol and drugs, not giving their sons chores to perform at home and not being concerned of their sons’ education, welfare, and misconduct. In addition to reviewing educational policy to target and support boys’ education, we have recommended that teachers should be made aware of differences in learning and socialization styles of boys and girls and that they should include the learning needs of boys in their teaching. We have also recommended that pre- and in-service teacher education programmes should sensitize and instil in teachers caring and nurturing attitudes towards boys who underachieve in education, raise awareness of gender disparity in education attainment that is in favour of girls and empower teachers to initiate programmes and attitudinal changes aimed at redressing the disparity. Without undermining educational benefits that have accrued to girls over the years, this could be done by drawing lessons and strategies for change from successful programmes targeting girls’ education.