Faculty of Education and Human Sciences

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Browsing Faculty of Education and Human Sciences by Advisor "Edwards-Jauch Lucy"

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    A comparative study of the male and female discourses on adolescent pregnancy, sexuality and fertility in Groot Aub, Namibia
    (University of Namibia, 2020) April, Jermine Letitia; Edwards-Jauch Lucy
    This study offered unique insights into the gendered discourses and power relations that create sexual double standards between male and female adolescents. It focused on the mapping of male and female discourses on adolescent pregnancy, sexuality and fertility in Groot Aub, Namibia. The study used critical discourse analysis to compare the cultural values, norms, practices, and perceptions about adolescent sexuality, pregnancy and fertility between men and women. With the use of stratified purposive sampling technique, 41 participants were interviewed using semi-structured and key informant interviews. The findings showed the sexual double standards that were reinforced by patriarchal, traditional and religious discourses. Female sexuality was mostly shamed and it was blamed for teenage pregnancy. These discourses pathologised pregnant teenagers and constructed girls as being sexually promiscuous and damaged. In return, boys who impregnated girls were described as "the guy" or "the man", who acts out of his "natural desires" and who are easily bribed by older women into early sexual debuts. Thus, the lack of male responsibility for their sexuality and fertility was normalised. These discourses inform traditional practices which exasperate gender sexual inequalities and power imbalances between men and women. Furthermore, conservative traditional, cultural and religious discourses dominated adolescent fertility discourses in Groot Aub. These fertility discourses were found to be embedded in gender stereotypes and myths, hence, fostering cultural silence on male sexuality and fertility. The researcher recommends an all-inclusive approach that targets both adolescent girls and boys, as well as women and men in the community on Sexual and Reproductive Health (SRH) and teenage pregnancies to mitigate stigma, myths and stereotypes that are attached to adolescent SRH, and to transcend patriarchal and derogative cultural sexuality discourses
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    Facebook as a learning support tool for physical science grade 12 learners in selected school in the Oshikoto Region, Namibia
    (University of Namibia, 2022) Amutenya, Amunime Leonard; Edwards-Jauch Lucy
    The purpose of the study was to explore whether Facebook has the potential to support teaming and mastery of Physical Science to improve learners' academic performance on the topic of stoichiometry at Grade 12 level in selected schools in the Oshikoto Region. The hypothesis of this study was: Ho: There is no significant difference in the learner's academic performance in NSSCO Physical Science on the topic of stoichiometry when Facebook is used as a learning support tool. HJ: There is a significant difference in the learner's academic performance in NSSCO Physical Science on the topic of stoichiometry when Facebook is used as a learning support tool. The study used a quantitative approach with a quasi-experimental design, constituted of a Non- Equivalent-Groups Pre-test, Intervention and Post-test. The sample consisting of 38 participants were selected using stratified random sampling method in order to ensure that not all students of the same academic ability are in the same group. Both the control and experimental group consisted of 19 participants in each group. During the intervention, the control group participants were supported in a traditional way of teaching. They received notes, handouts, exercises and homework. While for the experimental group, in addition to the traditional way of teaching, had access to multimedia and interaction through Facebook. After the intervention the mean score of the experimental group highly increased exceeding the mean score of the control group. The calculated statistical value (t-value = 4.5802363101) at a= 0.05 with a degree of freedom of36 is greater than the critical statistical value (t - critical =2.750). Therefore, there exists a significant difference between the control and experimental score marks when Facebook was used as a learning support tools. These reject the null hypothesis and accept the alternative hypothesis. This study shows that teachers can no longer avoid using relevant social media technologies. Therefore, the study put forward a case that there is a need to develop models and strategies to guide all educational stakeholders on how Social Media Networks can be effectively used as learning environments.