A sequential explanatory study of Grade 10 English second language teachers' implementation of the curriculum at selected schools in Windhoek select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

DSpace Repository

Show simple item record

dc.contributor.author /Uises, Yolanda H.
dc.date.accessioned 2017-04-08T13:36:11Z
dc.date.available 2017-04-08T13:36:11Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/11070/1995
dc.description A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education en_US
dc.description.abstract It is believed that “those who master English are likely to reap many academic, social and professional benefits” (Tella, Indoshi & Othuan, 2011, p. 809). Conversely, poor performance of learners in some countries, including Namibia, where English is the medium of instruction, has been attributed to low proficiency in English. Studies have also shown that there is often misalignment between what is intended to be taught in the classroom and what is actually taught. Therefore, the purpose of this study was to explore if teachers implemented intended Grade 10 ESL learning objectives, specifically in terms of content coverage, in their classrooms. The study used a mixed method sequential explanatory design. Quantitative data was collected by questionnaire from thirty teachers of English as a second language (ESL) at public schools in Windhoek, from which eight teachers were selected based on specific criteria to participate in the qualitative phase of the study. Documents of teachers in the form of schemes of work and lesson plans were collected and class observations and interviews were conducted. The study revealed that teachers do not implement all the intended Grade 10 ESL learning objectives in their classrooms. However, there was insufficient evidence to confirm if teachers’ implementation practices were influenced by teaching experience or qualifications of teachers. There was a match between the intended Grade ESL learning objectives and the learning objectives reflected in the teachers’ schemes of work and lesson plans. However, there was evidence of misalignment between some of the intended learning objectives and the learning objectives reflected in these documents. There was a match between some of the taught subject content and the intended learning objectives. However, there is a need for teachers to align the enacted basic competencies and the class activities to the intended Grade 10 ESL learning objectives. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject English en_US
dc.title A sequential explanatory study of Grade 10 English second language teachers' implementation of the curriculum at selected schools in Windhoek en_US
dc.type Thesis en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record