Department of Applied Educational Sciences

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Browsing Department of Applied Educational Sciences by Advisor "Kalengay, Mbela"

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    Factors contributing to low academic performance in physical science: A case of junior secondary schools in Shinyungwe Circuit, Kavango east region Namibia
    (University of Namibia, 2025) Nginga, Joseph Kativa; Kalengay, Mbela
    This study aimed to explore the factors contributing to low academic performance in Physical Science among Grades 8 and 9 learners in the Shinyungwe Circuit, Kavango East Region, Namibia, and to propose strategies to address these challenges. A qualitative case study design was employed to investigate the issues faced by learners and teachers in four selected schools, chosen due to their proximity and historically poor performance in Physical Science as reported by the Ministry of Education, Arts and Culture (MOEAC, 2017, 2018 & 2019). Furthermore, this study data were collected through open ended questionnaires from 12 learners, classroom observations, and interviews with 8 Physical Science teachers and the Senior Education Officer. Moreover, the findings revealed several key factors contributing to low academic performance, including a lack of teaching materials and resources, inadequate infrastructure such as laboratories, insufficient foundational knowledge in science from upper primary school, language barriers, limited parental involvement, excessive teacher workloads, a shortage of qualified teachers, and negative learner attitudes towards Physical Science. Guided by a constructivist framework, the study emphasized the importance of understanding these challenges within the specific educational context of the Shinyungwe Circuit. This approach allowed for the identification of actionable, context-sensitive strategies tailored to the local needs. The study recommends the implementation of targeted interventions, such as professional development workshops for teachers, investment in infrastructure (including laboratories and classrooms), the recruitment and training of qualified Physical Science teachers, partnerships with resource-rich schools, and the use of technology-enhanced learning tools like instructional videos. Additionally, promoting the consistent use of English in school environments and increasing parental involvement through the provision of necessary learning tools and support were identified as essential strategies to enhance learner engagement and academic performance. Thus, by addressing these factors and proposing practical solutions, this study lays the groundwork for improving academic outcomes in Physical Science, contributing to the broader educational development of the Shinyungwe Circuit