UNAM Scholarly Repository
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Exploring grade 11-12 teachers’ use of instructional videos in natural science subjects at Ponhofi Secondary School
(International Journal of Arts and Social Science, 2023) Nghuumbwa, Malakia; Shaimemanya, Cornelia Ndahambelela S.; Shihomeka, Sadrag P.; Kapolo, Paulus
This study explored Grade 11-12 teachers’ use of instructional videos in Natural Science subjects
at Ponhofi Secondary School in Namibia. To explore the attitudes, perceptions and experiences of teachers’ use
of instructional videos, 8 semi-structured interviews (pre and post) were conducted. The pre-semi structured
interviews were about the teachers’ attitudes, perceptions and experiences and were held with individual teachers
before the teaching intervention using instructional videos. After the intervention, the post semi-structured
interviews were conducted with the same individual teachers to assess their attitudes, perceptions and experiences
after the use of instructional videos. The findings revealed that most of the teachers perceive instructional videos
as powerful tools to teach Natural Science subjects and good for the learners’ subject mastery. The results further
showed that most of the teachers lack self-confidence and have a high level of technophobia. It also emerged that
there are a lot of barriers that affect teachers’ ability to use instructional videos such as technology resources,
technology support, knowledge and skills and these barriers negatively affect the use of technology in schools and
prevent teachers from becoming frequent technology-users. Finally, the findings revealed that, most of the
teachers use free downloadable videos from various websites such as Eureka, Make Me Genius, Smart Learning
for All and YouTube. The study concluded that teachers should adopt the culture of using instructional videos in
their lessons to make their lessons informative, interesting, and resourceful and enhance understanding, and
knowledge retention
A reflection on constructively aligned remote assessment for quality learning beyond COVID-19 pandemic: A case of University of Namibia
(Creative Education, 2022) Neshila, Kashinauua Faustina; Joshua, Lukas Matati; Shihomeka, Sadrag P.
To take a critical reflection on quality assessment used beyond remote teaching, learning and assessment at the University of Namibia. Objectives: 1) To encourage assessment tasks that promote critical thinking beyond remote learning period. 2) To promote constructively aligned assessment that enhances quality student learning. 3) To fulfill various purposes of assessment in higher education setting. Method: The paper adopted Donald Schön’s Reflection-in-Action as method to critique constructive aligned assessment for quality learning beyond COVID-19 era. Findings: The main findings revealed that for quality post-remote assessment to take place it should be aligned to curriculum, teaching and learning activities. Quality assessment promotes student lifelong learning and the assessment criteria should be explicit. Conclusion: The paper concluded that assessment is the heart of education and should be well understood by both lecturers and students. Effort should be made to ensure that culture does not constraint quality remote assessment. Recommendations: It is recommended that the university should organize capacity building training for lecturers in the ever-changing assessment practice. Finally, it is recommended that attention should be placed on demystifying remote assessment which enhances teaching and lifelong learning
Co-cultivation and matching of early- and late-maturing pearl millet varieties to sowing windows can enhance climate change adaptation in semi-arid sub-Saharan agroecosystems
(MDPI Open access journal, 2023) Awala, Simon Kamwele; Hove, Kudakwashe; Valombola, Johanna Shekupe; Nafuka, Helena Nalitende; Simasiku, Evans Kamwi; Chataika, Barthlomew; Horn, Lydia Ndinelao; Angombe, Simon; Akundabweni, Levi S.M; Mwandemele, Osmund
In semi-arid regions, climate change has affected crop growing season length and sowing time, potentially causing low yield of the rainfed staple crop pearl millet (Pennisetum glaucum L.) and food insecurity among smallholder farmers. In this study, we used 1994–2023 rainfall data from Namibia's semi-arid NorthCentral Region (NCR), receiving November–April summer rainfall, to analyze rainfall patterns and trends and their implications on the growing season to propose climate adaptation options for the region. The results revealed high annual and monthly rainfall variabilities, with nonsignificant negative trends for November– February rainfalls, implying a shortening growing season. Furthermore, we determined the effects of sowing date on grain yields of the early-maturing Okashana-2 and local landrace Kantana pearl millet varieties and the optimal sowing window for the region, using data from a two-year split-plot field experiment conducted at the University of Namibia-Ogongo Campus, NCR, during the rainy season. Cubic polynomial regression models were applied to grain yield data sets to predict grain production for any sowing date between January and March. Both varieties produced the highest grain yields under January sowings, with Kantana exhibiting a higher yield potential than Okashana-2. Kantana, sown by 14 January, had a yield advantage of up to 36.0% over Okashana-2, but its yield gradually reduced with delays in sowing. Okashana-2 exhibited higher yield stability across January sowings, surpassing Kantana’s yields by up to 9.4% following the 14 January sowing. We determined the pearl millet optimal sowing window for the NCR from 1–7 and 1–21 January for Kantana and Okashana-2, respectively. These results suggest that co-cultivation of early and late pearl millet varieties and growing early-maturing varieties under delayed seasons could stabilize grain production in northern Namibia and enhance farmers' climate adaptation. Semi-arid agro-region policymakers could utilize this
information to adjust local seed systems and extension strategies.
Assessing staff digital literacy level vs attitude toward online teaching and learning quadrant
(NAWA Journal of Language and Communication (NJLM), 2023) Shihomeka, Sadrag P.
This paper aimed at positioning a staff digital literacy level versus attitude toward online teaching and learning quadrant in the curriculum transformation interventions of various institutions to ensure that their policy intervention with regard to online learning remains user-friendly and sector appropriate. Using a critical autobiographical narrative inquiry, this quadrant was developed to assist educational institutions, personnel, and other stakeholders with a unique tool to assess their staff digital literacy level and the position of their attitude toward online teaching and learning. The quadrants consist of 4 sections: High Digital Literacy Level-Low Attitude Toward e-Teaching & Learning; High Digital Literacy Level-High Attitude Toward e-Teaching & Learning; Low Digital Literacy Level-Low Attitude Toward e-Teaching & Learning; Low Digital Literacy Level-High Attitude Toward e-Teaching & Learning. The quadrant used staff attitude as a yardstick to effectively implementing online learning initiatives in the education sector. The quadrants also serve as an educational re-engineering intervention strategy for the society 4.0/5.0 curriculum professionals
Effectiveness information communication technology systems and its impact on organizational performance: Case of the Evangelical Lutheran Church In Namibia
(IGI Global, 2023) Hainane, Wilhelm; Shihomeka, Sadrag P.
This chapter evaluated the effectiveness of the current information communication technology systems in use by ELCIN and its impact on overall performance in the administration of the church. The study utilised a quantitative approach with a randomly selected sample . The findings reveal that only 14% of ELCIN staff had PCs. On ICT skills competences, the digital illiteracy rates are high with databases (illiterate= 85%, literate=0%), PowerPoint (illiterate=87%, literate =13%), and Excel (illiterate=20%, literate=20%, not sure=60%). The study further reveals that there is generally non-usage (f=27, 90%) of specialised administrative software such as Oracle, Pastel, and SAP. The research also showed that there are varied reasons for the low adoption of ICT in ELCIN that include inadequate hardware and software and low skills capacitation among others. It is therefore recommended that ELCIN sends the staff members to refresher courses in basic ICT and to strengthen the digital literacy training. Also, proper system implementation should be accompanied by appropriate expertise
Adoption and utilisation of workplace e-learning practices in the public sector organisations: A systematic review
(Journal of learning for developement, 2023) Serema, Marguerite Margie; Shihomeka, Sadrag P.; Shalyefu, Rakel Kavena
The e-learning concept is increasingly receiving attention in education butthere seems to be inadequate guidance in developing a formal programme for implementing e-learning, especially in the public sector. Hence, this study focuses on aggregating information on the adoption and utilisation of e-learning in the public sector and attempting the development of a conceptual model for understanding workplace e-learning implementation. A systematic search of the literature was conducted to collect all the literature addressing the adoption and utilisation of e-learning in the public sector. This review brought to light key factors that influence the adoption and utilisation of e-learning amongst public sector employees, including attitude, satisfaction, behaviour intention, continuance intention, or behaviour to use e-learning. The adoption and utilisation of e-learning in the public sector requires a carefully thought-through and evidence-based approach, especially the development of the e-learning programme
Assessing the impact of online learning on student performance at the Namibia business school during COVID-19
(University of Namibia, 2022) Nambambi, Hilma
The aim of thisthesis was to assesses the impact of online learning on student performance
at the Namibia Business School during the COVID-19 pandemic. This was in relation to
students studying towards their Postgraduate Diploma, Masters and Doctor of Business
Administration. Data was gathered from 3 different campuses including the Windhoek
main campus, Ongwediva and Swakopmund Campuses. Data for the study was collected
from a quantitative sample of registered students at the Namibia Business School at the
University of Namibia. Questionnaires were administered and distributed online because
of the COVID-19 regulations that were prevailing at the time of the study. The study
found several challenges to be affecting students’ online journey and key among them
included lack of internet access, cost of data and noisy environments. Further analysis of
the findings shows that the online learning processes, benefits of online and student
motivation are critical and statistically significant predictors of students’ performance in
online environments. The study concluded that with several challenges in place, online
learning could be problematic, and these challenges need the cooperation of higher
education managers and government. It is imperative for NBS to leverage the data-driven
insights obtained from this study to design adaptable and flexible learning approaches that
cater to the diverse needs of its student community. By harnessing the potential of
technology and tailoring educational resources to promote interactive and collaborative
learning experiences, NBS can create an environment that empowers students to thrive
academically, even in times of crisis
Sorghum, its proteins and Thai LIME Shouldn’t the Use of Kaffir, Kafir, Kaffirin and Kafirin as Common Nouns be Discontinued?
(International Journal of CRITICAL DIVERSITY STUDIES 5.2, 2022) Komeine, Nantanga
It is trite that most Indigenous food resources in former politically colonised nations have been given English or some other Western common or trivial names. The oppressed people especially in southern Africa were not spared from derogatory and/or racist names such as Kaffir or Kafir, a derogatory reference name equivalent to Nigga or Negro that was used in America. Over time and as political freedom and independence were gained through liberation struggles between the colonisers and the colonised, the use of derogatory and/or racist names against the formerly oppressed people became legally actionable. It is almost forgotten that the offensive, derogatory and/or racist names were not limited to the oppressed people. The natural environments, land and other resources such as Indigenous plants, fruits, rivers, serene spaces and animals were also apparently named by the colonisers and Western botanists or those who allegedly discovered these resources, even though the Indigenous names for such resources existed before the arrival of different agents of colonialisation.
Effects of feeding maize-soybean meal based diets with a tanniniferous additive (A. karroo leaf meal) to broiler chickens
(University of Namibia, 2013) Shihepo, Sesilia; Mpofu, Irvin; Petrus, Patricia
The objective of the present study was to
investigate the effects of feeding maize-soybean meal based diets with a tanniferous
additive (A. karroo leaf meal) mainly on the fat deposition of broiler chickens under
Namibian environmental conditions.treatments were imposed on the finisher stage of maturity. Therefore,
research is recommended to test the treatment from day old chickens. Repeated feeding trials on a larger scale is recommended before A. karroo can be safely used by feed manufacturers. The same research should be done with different broiler breeds (indigenous chickens)
The nexus between financial innovations and velocity of money: Evidence from Namibia
(University of Namibia, 2022) Uugulu, Tomas Mekondjo
The study of the velocity for money in an economy is a central issue in central bank
policy formulation. This is so because a steady demand for money function is vital for
the conduct of effective monetary policy. The study investigated the relationship between
financial innovations and the velocity of money in the Namibian economy. Secondary
data from the World Bank and Bank of Namibia, covering the period 2000 to 2020. The
study relied on the Autoregressive Distributed Lag Model technique to test the
relationship. The founding objectives were named to explore whether financial
innovation explained the velocity of money and secondly whether there existed a short run or a long-run relationship between the selected variables. The results indicate that
financial innovations explain the velocity of money in the economy, and the Error
Correction model determined that there was an existent long-run relationship between
the variables. The margin of the inverse relationship was evident from the coefficient of -
1.107354, meaning that an increase by one unit change in financial innovation caused a
-1.107354 decrease in the velocity of money in the economy. Hence, the study found that
both in the short-run and long-run financial sector innovations are inseparably linked
with the velocity of money. The model also included two control variables GDP and the
opportunity cost of holding money as the theoretical foundation nominate the two
variables to also affect money demand which eventually affects velocity of money. The
results found that a positive relationship existed between the GDP variable and velocity
of money and the magnitude effect of the relationship is shown by the coefficient. The
other variable opportunity cost of holding money was found to be statistically
insignificant as showed the probability and the t-statistic. From these results, a
cautionary advice would be extended to the policymakers to manage this dynamic
relationships better as it has a bearing on the monetary policy framework in the case of
the velocity of money (money demand function) in an economy