The role of technology in learners' assessment activities in grade 10 Physical Science in the Ohangwena region, Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Nendongo, Maria Nankali
dc.date.accessioned 2019-02-05T08:41:27Z
dc.date.available 2019-02-05T08:41:27Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/11070/2457
dc.description A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Educational Technology) en_US
dc.description.abstract Based on the concerns of the differences in performance between school based continuous assessment and national examination marks, the purpose of this study was to determine the role of technology in Grade 10 Physical Science learners’ assessment activities in the Ohangwena Region. The study employed a sequential explanatory mixed-methods approach, whereby quantitative data was collected through the distribution of surveys to all schools offering Grade 10 Physical Science in the Ohangwena region, while quantitative data was collected through interviews. Triangulation was used to facilitate validation of data through cross verification of findings from quantitative phase and qualitative phase. The targeted population was all teachers teaching Grade 10 Physical Science in the Ohangwena Region. Ten (10) participants for interviews were sampled using intensity sampling, a type of purposive sampling method. The study concluded that majority of Grade 10 Physical Science teachers in the Ohangwena Region have no access to functional computers making it difficult to use computer-based technologies for assessment. Fewer teachers who have access to computers and internet mainly use only Microsoft Office desktop applications (MS word and MS Excel) for compiling assessment activities and recording marks, and internet for searching assessment related information and downloading shared pre-set assessment activities as technologies for assessment. In addition, it was established that teachers had a belief that technology can ease the assessment process and it can improve frequency and quality of assessment given to learners. The research further revealed that teachers’ understanding of computer-based and internet-based assessment was limited. The main challenge faced by teachers were lack of technological skills and unavailability of technological facilities such as functional computer laboratories in schools. The research recommended that subject advisors should consider professional development trainings for Physical Science teachers on the use of technology for assessment. Further research should also be done to explore suitable technologies for assessment in other subjects. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Physical science en_US
dc.title The role of technology in learners' assessment activities in grade 10 Physical Science in the Ohangwena region, Namibia en_US
dc.type Thesis en_US


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