Issue 2 (JSHSS Vol. 5)

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http://hdl.handle.net/11070/1893

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Browsing Issue 2 (JSHSS Vol. 5) by Author "Ilukena, Alex M."

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    Factors that cause poor performance in mathematics at National School Secondary Certificate level compared to Junior Secondary Certificate level in four selected schools in the two Kavango educational regions
    (University of Namibia, 2016) Mateya, Muhongo; Utete, Christina N.; Ilukena, Alex M.
    This paper reports on factors that cause poor performance in Mathematics at the National School Secondary Certificate (NSSC) level compared to Junior Secondary Certificate (JSC) level. A total of 200 learners in Grade 10 (2011) and 170 Grade 12 (2013) were involved in the study. These learners did Mathematics at the same school for a period of three years (2011-2013). This study employed document analysis, a technique used to gather information by reviewing and analysed documents. In this study the following documents were reviewed and analysed: The 2011 Grade 10 November examination results, and the 2013 Grade 12 November examination results, respectively. The findings of this study revealed that 2011 Grade 10 learners who obtained E-U symbols did not perform well in the Grade 12 Mathematics examinations. These findings were of utmost importance to the curriculum developers, the National Institute for Educational Development (NIED), senior education officers, the Ministry of Education, institutions of higher learning, and other stakeholders in Mathematics education.
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    The relevance of integrating Ethno-Science (Indigenous knowledge) into Upper Primary Natural Sciences and Health Education School Curriculum in the Zambezi Region
    (University of Namibia, 2016) Utete, Christina N.; Ilukena, Alex M.; Simasiku, Muyumbano B.
    There is widespread concern about the outcomes of science education in Namibian schools. The representatives of industries say that they need high-grade scientists, technicians and engineers if Namibia is to successfully compete in technology-intensive global markets by 2030. Ethno-science is a specialisation of indigenous knowledge (IK). It focuses on a scientific perspective of culture. The re-search that resulted in this article critically analysed the relevance of integrating ethno-science (IK) into the Upper Primary School curriculum in Namibia. The research further looked at how the people in the Zambezi region have developed a working terminology that produces taxonomies related to ethno-science. Research has shown that most anthropologists have carried out studies in ethno-science based on native perceptions. This research relies on a quantitative research approach in order to gather data from a population on the general understanding of ethno-science. It can also reveal that 10 parents were involved in the research. This research is of the utmost importance to the different sectors of the industry, teachers, learners, the National Institute For Educational Development (NIED), parents and institutions of higher learning as well as for the nation that needs to produce more science specialists at all level; a society that needs technicians as well as world-class researchers in order to increase the public’s ability to engage with scientific knowledge and choices.