Perceptions of teachers, learners and parents regarding multigrade teaching: development of an intervention programme for selected multigrade primary schools in Kunene region, Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Siririka, Gisela
dc.date.accessioned 2018-05-14T10:26:21Z
dc.date.available 2018-05-14T10:26:21Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/11070/2229
dc.description A dissertation submitted in fulfillment of the requirements for the Degree of Doctor of Philosophy (Curriculum, Instruction and Assessment Studies) en_US
dc.description.abstract The primary goal of this study was to explore the experiences and perceptions of Grades 2 and 3 multigrade teachers, learners and their parents with regard to multigrade teaching. Secondly, the study aimed at developing an intervention programme for multigrade teachers for effective teaching. Key theories and models of multigrade teaching served as cornerstones for this study. This research was a qualitative study embedded within an interpretive case study. Data were collected from a purposively selected sample through in-depth face-to-face semi-structured interviews, focus group interviews using an audiotape recorder, and analysis of relevant policy documents. The interviews were conducted after class observations at the schools and recorded digitally using an interview guide, transcribed verbatim, translated and coded. Data collected from interviews and focus groups were first transcribed in Otjiherero and then translated into English. Fifteen classroom observations were carried out in order to understand the nature of multigrade teaching classroom practices. A video camera was used to capture classroom activities and interactions between teachers and learners. The video recorded lessons were analysed verbatim. The data were analysed using the Tech’s data analysis method. The four criteria of trustworthiness, namely, credibility, transferability, confirmability and dependability were used to establish the trustworthiness of this study. The findings of this study revealed that teachers in rural Namibian multigrade schools in the sample, faced common challenges. Some of the challenges were attributed to lack of resources, lack of infrastructure, lack of appropriate lesson planning and classroom management skills and competencies, poor socio-economic background, differentiated teaching, lack of continuous support both at school level and at national level, and lack of training. The results further showed that teachers, learners and parents are in favour of multigrade teaching if support is provided. This study developed an intervention programme for multigrade schools. The major recommendations are that multigrade teachers need training and support. The study further recommends that policy makers and curriculum developers should develop policies and a suitable curriculum for multigrade teaching. The study also made recommendations for further research. Finally, the study concludes that providing support to multigrade teachers will change their attitudes towards multigrade teaching. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Terminus en_US
dc.subject Quasi-monograde en_US
dc.subject Monograde teaching en_US
dc.subject.lcsh Nongraded schools
dc.subject.lcsh Schools, Nongraded
dc.title Perceptions of teachers, learners and parents regarding multigrade teaching: development of an intervention programme for selected multigrade primary schools in Kunene region, Namibia en_US
dc.type Thesis en_US


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