UNAM Repository :: Browsing by Author "Kapenda, Hileni M."

Browsing by Author "Kapenda, Hileni M."

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Developing a research instrument for learner-centered classroom observations
(African Minds, 2008) Kapenda, Hileni M.; Torkildsen, Ole E.; Mtetwa, David; Julie, Cyril
Although most researchers prefer to adapt or modify existing instruments that relate to their field of interest, t11e exercise still remains overwhelming and cumbersome. But, occasionally, a need arises for creating a new instrument for a specific purpose. Tllis chapter shows that the process of designing and constructing a research instrument can be challenging and frustrating. The chapter also focuses on some of the significant personal experiences of tile lead author's struggle and long journey in the construction of a research instrument for her thesis on learner-centred education in Namibian schools. The main objective for the chapter is to provide some advice to the reader, and especially to an emerging researcher, about the challenges of designing a new research instrumenL Considerations about how and why certain decisions have to be made at certain stages become important matters for discussion.
The effects of cooperative learning on the performance of Grade 11 Mathematics learners in the Oshana educational region, Namibia
(University of Namibia, 2015) Haimbodi, Frans N.; Kasanda, Choshi D.; Kapenda, Hileni M.
This study sought to determine the effects of cooperative learning on the performance of the Grade 11 learners doing Mathematics on higher level in the Oshana Education Region. The study used a quasi-experimental design. Two Grade 11 classes (each comprising 31 learners) doing Mathematics on a higher level from one school in the Oshana region were purposefully selected; one as a control group and the other as an experimental group. The instruments used to measure the performance in Mathematics were a pre-test and post test. Prior to collection of the data, a pilot study was carried out in a different school to gather information on the appropriateness of the instruments and other administrative logistics. During the main study, the experimental and control groups were separately taught Differentiation a topic from the higher level Mathematics syllabus. The t-test was used to find out whether significant differences existed in the performance of the control and experimental groups. The results showed that significant differences in performance and in the motivation level of the experimental and control group existed at the 0.01 significant level. The findings suggested that cooperative learning improved learners’ performance in Mathematics. The study recommended that Mathematics teachers should place emphasis on learners’ understanding of particular concepts, guiding learners in active learning, providing opportunities for discussion and elaboration and encouraging them to work with peers to enhance learners’ academic performance.
High school teachers’ perceptions on reflective practice in teaching at one selected school in Khomas region, Namibia
(University of Namibia, 2015) Simasiku, Limbo Enock; Villet, Charmaine B.; Kapenda, Hileni M.
This paper presents a case study of high school teachers’ perceptions on reflective practice in teaching at one selected school in the Khomas region. A qualitative approach was used in this study and fourteen teachers were purposefully selected to participate in the study. Three types of data tools were used to gather information, namely; the lesson observation schedule, the interview schedule and an open-ended questionnaire. The data from the questionnaire was thematically analysed. The views of the teachers on reflective practice were transcribed, analysed, and presented in the descriptive form and the data from classroom observations? The findings revealed that most teachers at the selected school were familiar with the concept of reflective practice and they used reflective journaling and reflective supervision. Based on the study findings, it can be concluded that the teachers had different views on reflective practice in teaching. The majority indicated that reflective practice is a crucial component of teaching and learning and should be incorporated in daily teaching, while few teachers were of the opinion that reflective practice takes time away from valuable teaching time and as such, it should not be a component of the teaching process. It is recommended that further studies are needed
High school teachers’ perceptions on reflective practice in teaching at one selected school in Khomas region, Namibia
(University of Namibia, 2015) Villet, Charmaine B.; Kapenda, Hileni M.; Simasiku, Limbo Enock
This paper presents a case study of high school teachers’ perceptions on reflective practice in teaching at one selected school in the Khomas region. A qualitative approach was used in this study and fourteen teachers were purposefully selected to participate in the study. Three types of data tools were used to gather information, namely; the lesson observation schedule, the interview schedule and an open-ended questionnaire. The data from the questionnaire was thematically analysed. The views of the teachers on reflective practice were transcribed, analysed, and presented in the descriptive form and the data from classroom observations? The findings revealed that most teachers at the selected school were familiar with the concept of reflective practice and they used reflective journaling and reflective supervision. Based on the study findings, it can be concluded that the teachers had different views on reflective practice in teaching. The majority indicated that reflective practice is a crucial component of teaching and learning and should be incorporated in daily teaching, while few teachers were of the opinion that reflective practice takes time away from valuable teaching time and as such, it should not be a component of the teaching process. It is recommended that further studies are needed to get a broader view of teachers’ perceptions in Namibia on reflective practice.
The impact of Mastep on the use of practical work in Namibian science classes
(University of Namibia and University of York, 2006) Kandjeo-Marenga, Hedwig U.; Kapenda, Hileni M.; Lubben, Fred; Campbell, Bob; !Gaoseb, Noah; Kasanda, Choshi D.
This article presents an investigation into the changes in the Teaching practices of practical work in senior science classes in Namibia. The teachers in this study are involved in training Programme, the Mathematics and Science Teacher Extension Programme (MASTEP). Pre- and post-intervention data were Collected from eight Biology teachers and four Physical Science teachers Lesson plans, worksheets and other documentation were Used to characterise practical activities using m1 established Taxonomy classroom interactions were audio-taped and Transcribed verbatim the findings i11dicate an increased focus on Practical activities aimed more at qualitative rather than Quantitative understanding of science concepts. In addition, the Post-MASTEP teachers favoured small group work and demonstrations. The changes in teaching practices arc attributed To the improved PCK that has enabled teachers to align their Practice with the assessment system
Learner-Centred Approaches In Math Classes In Khomas Region
(SAARMSTE, 2007) Kapenda, Hileni M.
This paper reports on learner-centred approaches used by three mathematics teachers in Khomas region in Namibia. Although learner-centred teaching is the officially adopted and promoted mode of transacting the curriculum in Namibia, many serving teachers appear to have problems in implementing learner-centred education. Verbatim transcribed video lessons were used to highlight signs of learner-centred approached in three mathematics classrooms at senior secondary level. Teachers' lessons show some traces of learnercentred approaches.
Namibian boys' underachievement and under-participation in education
(University of Namibia Press, 2023) Zimba, Roderick F.; Kasanda, Choshi D.; Haihambo, Cynthy K.; Kudumo, Marius; Kapenda, Hileni M.; Neshila, Kashinauua Faustina; Sheyapo, Mirjam
The main purpose of the Namibian boys’ underachievement in education research project was to find out what accounted for the disparity in academic performance between male and female learners/students and what its educational and social-economic implications were. In addition, the study sought to explore factors which influenced Namibian male learners’/students’ underachievement and under-participation in education. Using a pragmatic parallel mixed methods research design, systematic, criterion and case study sampling techniques, we collected data from all 14 Educational Regions of Namibia by administering structured questionnaires to 4659 secondary school learners, 528 secondary school teachers, 182 parents, 122 University lecturers and 807 University and Vocational Training Centre (VTC) students. When collecting qualitative data, we conducted focus group discussions with sampled secondary school learners, secondary school teachers, parents and University students. From document analysis, we ascertained that at the secondary school level, challenges of some boys’ low survival rates, low promotion rates from grade to grade, high failure rates, high school leaving rates, and high dropout rates negatively affected their academic achievement and academic participation in school in all 14 education regions. At the tertiary education level, evidence showed that substantially more female than male students had been enrolled in all public and private Namibian educational institutions for three decades and that in general, during this period, female students had consistently and substantially performed better academically than male students in all tertiary education institutions. In summary, according to sampled learners and sampled teachers, some Namibian boys performed worse than girls because they distracted themselves from school work, withdrew from learning activities, engaged in self-destructive behaviour, believed they could do without education and because they were not interested in education as it was boring to them. In addition, some boys under-participated in education because they dropped out of school, did not take advantage of psychosocial programmes that were organized to promote their participation in education, and did not actively participate in learning activities. All this expressed some boys’ self-imposed exclusion from educational activities organized by schools. According to sampled learners, some boys underachieved in education because they spent less time on academic activities, preferred to work in isolation, were not eager to share academic information, did not care about their academic achievement, and they were less concerned about their future. Furthermore, sampled learners and sampled teachers reported that several parents undermined and sabotaged their sons’ educational achievement during socialization by giving them too much freedom to roam and loiter around aimlessly without restraint while strictly controlling the behaviour and movements of their daughters; allowing their sons to abuse alcohol and drugs, including, in some instances, sharing alcohol with them- alcohol they had easy access to through bars, night clubs, Shebeen outlets and Cuca shops (i.e. small retail shops in rural areas that include the sale of alcohol); not caring about what their sons did and how they spent their time; not giving their sons responsibilities at home to cultivate in them ethics of responsibility, hard work, discipline, commitment, persistence-virtues that promote academic achievement; not being concerned of their sons’ education, welfare, misconduct and misdeeds; and in some regions by criticising, ostracising, ridiculing, shaming and shunning their sons for going to school instead of looking after livestock. Moreover, University lecturers and University and VTC students reported that female students academically performed better than male students who underachieved at tertiary education institutions because they were motivated, worked harder, did not waste time socializing in dysfunctional ways (e.g. abusing alcohol and drugs), participated in learning activities, were collaborative, were willing to learn, were organized, were persistent and they did not easily drop out of universities when faced with difficulties. v We have discussed these and other findings in the rest of the report and made recommendations on how Namibia’s educational policy framework should be reviewed, reoriented, adapted and transformed to cater for the needs of boys who underachieve in education; how schools, teachers, fellow learners, parents, communities, University lecturers, University students and other educational stakeholders should support Namibian boys’ education. At the theoretical level, we have demonstrated how the data from this study could be used at the global, continental, Southern African Development Community (SADC) regional and Namibian national levels to reframe boys’ and girls’ education in a manner that promotes genuine gender parity in education, authentic and balanced social-economic development. We have also proposed that for all this to be implemented, a social cultural and participatory community-based transformation in support of boys’ functional socialization and education should take place in the Namibian society.
The need for research in Mathematics education in Namibia
(University of Namibia, 2008) Kapenda, Hileni M.; Kasanda, Choshi D.
A number of definitions of the term 'research' abound. Hitchcock & Hughes, (1995, p.S) define research to 'systematic inquiry'. This inquiry is characterized by sets of principles, guidelines for procedures and is subject to evaluation in terms of criteria such as validity, reliability and representativeness. According to Cohen, Manion & Morrison (2000, p.3 ), "research is concerned with understanding the world" (in which we live) and "is informed by how we view our world(s), what we take LUlderstanding to be and what we see as the purposes of understanding". It should be pointed out further that research might be viewed as a science requiring logical steps to achieve the goal or as a subject of study whereby individuals teach, the concepts related to research as a subject in its own right. That is as a product or the process or as a subject.
Needs assessment for colleges of education in Namibia
(University of Namibia, 2009) Kasanda, Choshi D.; Kapenda, Hileni M.; Nicol-Wilson, R. E.
There is a need to enable the four Colleges of education in Namibia to carry out their stated mandate to prepare effective teachers for the primary and junior secondary phases in our education system. Quality teacher training can only take place in an environment where management, academic and no-academic staff work together as a team and cooperate in all aspects related to their mandates. Educational institutions need to be managed as a business venture if stated goals are to be achieved. Management maybe defined as, " ... the process of setting objectives and coordinating the efforts of personnel in order to attain them''(Hodgetts, 1985, 4). Accordingly educational managers should ensure that " ... individuals can work together towards the achievement of stated goals" (Kroon, 1998, 3) in their institutions. Therefore, a conducive environment must exist, if individuals have to give of their best. Such an environment requires that management cadres display a variety of skills in several areas related to making their institutions effecf1ve and eff1cient. In carrying out these management tasks, managers may use one or a combination of the following management styles; autocratic, democratic and laissez faire. It should be indicated that often the management style adopted by an institutional manager may depend on the type of workers s/he has.
Practices of learner-centred mathematics curriculum in senior secondary schools in the Khomas Region
(Namibian Educational Research Association (NERA), 2011) Kapenda, Hileni M.
This article is part of a larger study that investigated how secondary schools Mathematics teachers in the Khomas region are implementing Learner-Centred Education in their classrooms. It presents a qualitative research that involved eight weeks of fieldwork investigations. Three Mathematics classrooms were selected from three different schools in the Khomas Region. Using a video camera, classroom observations were carried out in order to capture maximum classroom activities and participation of both the teacher and the learners. The teachers were interviewed after lesson observations. The results revealed different types of classroom interactions in the three classrooms. These include among others, question and answer dialogue between the teacher and the learners; teachers giving instructions; learners asking for clarification, just to mention but a few. The findings suggested that Mathematics teachers at Senior Secondary schools used the expository method more often in their teaching than other teaching methods such as lecturing and discussions. The teachers also used the chalkboard quite frequently, especially when assigning class activities. However, the teachers endeavoured to implement Learner-Centred approaches in their teaching.
Proceedings of the 14th Annual SAARMSTE Conference. University of Pretoria , 2006
(University of Pretoria, 2006) !Gaoseb, Noah; Campbell, Bob; Kasanda, Choshi D.; Kapenda, Hileni M.; Lubben, Fred; Kandjeo-Marenga, Hedwig U.
The MASTEP professional development intervention programme set out to improve the teaching of science and mathemancs in senior secondary schools Namibia. This paper demonstrates that teachen who participated in MASTEP (science, i.e. biology and physical science) changed their practice in ways that embraced the use of everyday contexts and reflected a more learner centred approach to science education The nature of the change and the stimulus for change are discuss
Proceedings of the 1Oth annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education
(SAARMSTE, 2002) Lubben, Fred; Campbell, Bob; Kasanda, Choshi D.; Kapenda, Hileni M.; Kandjeo-Marenga, Utji
This paper surveys the ways Namibtan science teachers use prescnbed textbooks. Instances of textbook use are identified in 29 lessons through non-participant observation and verbatim records of class interactions. Using a classification scheme from linguistics, these instances are grouped according to their filed (pedagogic purpose). mode (textbook genre) and the tenor (nature of the accompanying social interactions). Findtngs show that in a large percentage of (particular senior) classes the book is not used. If used, the focus is on diagrams and tables. and on the book's role as authority of knowledge. Whole-group usage of the book in class predominates. followed by indtvidual usc for homework. Explanations of the findings are sought in teachers' perceptions of the nature of science. their role as providers of learning. and their confidence as science content experts. Suggestions for teacher training programmes are provided.
Promoting regional collaboration in research in Mathematics, Science and Technology in education Southern Africa
(SAARMSTE, 2001) Kapenda, Hileni M.
The Ministry of Basic Education and Culture in conjunction with the University of Namibia and the European Union introduced the Mathematics and Science Teacher Extension Programme (MASTEP) at the University of Namibia in 1999. This programme recruits qualified junior secondary mathematics and science teachers. The focus of the programme is among other things, on strengthening content knowledge of MASTEP teachers, in order to enable them to teach effectively at the senior secondary level. According to a needs assessment that was carried out prior to the implementation of the programme, subject content should take high priority. Some of the major concerns for emphasizing the improvement of teachers· understanding of content included the lack of discussion and identification of common student misconceptions or mistakes, and content misunderstanding on the part of the teacher.
Research in Science & Technological Education
(Carfax Publishing, 2002) Kapenda, Hileni M.; Kandjeo-Marenga, Hedwig U.; Kasanda, Choshi D.; Fred, Lubben
This paper presents a study into science practical work conducted in Namibian classrooms. Lesson plans, task sheets, student work, lesson transcripts and observation notes were used to identify intended learning Outcomes. In addition, aspects of task design (inductive-deductive; open-closed; nature of student involvement) and the context of the practical task (duration; interaction patterns; types of task information and apparatus; nature of the student records were explored. A profile form was used and its usefulness evaluated for the analysis of 12 practical Tasks. The findings showed an emphasis on conceptual as opposed to procedural objectives, and a frequent change from an inductive to a deductive approach during the execution of the tasks pupil practical activity was rarefy Consolidated as a laboratory report but functioned as an enjoyable introduction to a set of general questions on the Content covered in the practical. Suggestions are made for the modification of the profile form, and for in-service.
The role of everyday contexts in Learner-centered teaching
(Routledge Publisher, 2005) Kasanda, Choshi D.; Lubben, Fred; !Gaoseb, Noah; Kandjeo-Marenga, Utji; Kapenda, Hileni M.; Campbell, Bob
This paper reports on the usc of out-of-school everyday contexts in Namibian science classrooms. This usc is portrayed against the backdrop of an explicit educational philosophy of learner centred teaching. Data were collt:cted through audio-taped teacher-learner interactions and non-participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers' pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their usc often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner centered teaching. Recommendations for a fuller implementation of learner-centred teaching are made.
The role of practical work in science teaching in Namibia
(SAARMSTE, 2001) Kapenda, Hileni M.; Kandjeo-Marenga, Hedwig U.; !Gaoseb, Noah; Kasanda, Choshi D.
This paper presents a study into science practical work conducted in Namibian classrooms. Lesson plans, task sheets and student work are used to identify the intended learning outcomes. In addition, aspects of task design (inductive-deductive; open-closed,· nature of student involvement) and the context of the practical task (duration; interaction patterns; types of task information and apparatus; nature of the student record) are explored. Millar's Profile Form is used to analyse twelve practical tasks. Findings show an emphasis on conceptual instead of procedural objectives, and a frequent change from an inductive to a deductive approach during the execution of the tasks. The practical activity is rarely consolidated in a laboratmy report but functions as an enjoyable introduction to a set of unrelated consolidation questions. Suggestions are made for the modification of the analysis scheme, and for in-service activities to support teachers to use practical work more effectively.
School learners’ knowledge and views of traditional medicinal plant use in two regions in Namibia
(University of Namibia Press, 2015) Kasanda, Choshi D.; Kapenda, Hileni M.
Local knowledge about natural resources that may be of use to communities, including medicinal plants, is becoming increasingly important globally. This knowledge is important for the participation of indigenous peoples in the conservation and maintenance of indigenous forests (Gazzaneo, de Lucena, & de Albuquerque, 2005) in addition to the frequent use of these resources in the treatment of common ailments and diseases. Knowledge about the use of local fauna and flora, nowadays, is minimal. To ensure the preservation of indigenous knowledge, this state of affairs needs to be rectified. In fact, Teklehaymanot, Giday, Medhin and Mekonnen (2007, p. 272) note that ‘traditional knowledge is rapidly eroding’, hence, there is real danger that if something is not urgently done, this knowledge might be lost for good. This is due to the fact that often indigenous knowledge is passed on from older to younger generations orally, and is not documented. According to Kambizi and Afolayan (2006), it is essential to make an effort to avoid the loss of this important knowledge in order to conserve medicinal plants, especially in rural communities. There is an increasing advocacy for the integration of indigenous knowledge into mainstream science curricula.
Science, technology and mathematics education in Africa
(University of Botswana, 1999) Kapenda, Hileni M.; Kasanda, Choshi D.
This paper briefly reviews the education system in Namibia before and after independence. It also provides an avervie» of the rolu of science and technology education in school curriculum in the country. The paper also looks into the extend of female students' participation in science and technology courses at tertiary level. II identifies and discusses the .factors that hinder female swdems' participation in these subjects and provides ways of addressing these factors
Teachers' Use of textbooks: Practice in Namibian science classrooms
(Carfax Publishing, 2003) Kasanda, Choshi D.; Kapenda, Hileni M.; !Gaoseb, Noah; Kandjeo-Marenga, Utji
Incidences of prescribed textbook usage in science classrooms in Namibia have been analysed using an approach adapted from linguistic analysis. Aspects of pedagogic purpose, text genre, and the social interactions between teachers and learners were used to characterise teacher and learner engagement with textbooks, and thus categorise their usage in relation to a national policy of learner-centred education. Results indicate a reacher dominated textbook use and a low frequency and restricted range of texrbook references per lesson with some 40% of the Senior Secondary classes observed making no use of their textbooks in class. The major uses of textbooks in class were for diagrams and data, and to verify factual information Occasionally, questions in textbooks were used as homework to test and/or consolidate knowledge. Pupils rarely initiated a reference to a textbook. It is suggested that if learners are to benefit fully from the investment in textbooks then their teachers need to be helped to use the resource in more constructive ways.
Teachers’ understanding of the use of everyday contexts in the teaching of Mathematics at three selected urban junior secondary schools in Windhoek, Namibia
(University of Namibia, 2015) Kapenda, Hileni M.; Kasanda, Choshi D.; Naweseb, Tsadago
The primary aim of this study was to gain insight into how effectively BETD teachers used everyday contexts to facilitate a meaningful understanding of the Mathematics content by the learners. The study used a qualitative research approach conceptualized within a constructivist framework. Nine Mathematics teachers from three junior secondary schools were purposively selected for the study. The data were collected using questionnaires, and interviews with the teachers. The results revealed varying levels of integration and effectiveness of everyday contexts used by the teachers to facilitate meaningful conceptual understanding of mathematics by the learners. The findings suggested that preference of procedural mathematical skills over conceptual understanding impeded the effective integration of contextual teaching. The teachers also regarded the use of everyday contexts as time consuming. From this study, it can be concluded that the teachers had a clear understanding of the essence of contextual teaching of Mathematics and its advantages. Nonetheless, several factors seemed to affect their use of everyday contexts in the teaching of Mathematics. There is a need to change the perceptions of the Mathematics teachers toward the use of everyday contexts as a waste of time if teachers are to use everyday experiences in their Mathematics classrooms.

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