Browsing by Author "Nghuumbwa, Malakia"

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    Effectiveness of higher order thinking scaffolding tool as a knowledge transfer instrument among University of Namibia science students
    (University of Namibia, 2017) Kapolo, Paulus; Sheimemanya, Cornelia; Shihomeka, Sadrag P.; Nghuumbwa, Malakia
    This paper presents the results of the study carried out at the University of Namibia on the extent to which high order thinking scaffolding tool can assist students to transfer knowledge. To examine the tool, a quasi-experimental design within the flipped-classroom was used in a mixed method study. Students were divided into two groups, the experimental group and the control group. These two groups were all approached in the similar manner and directed at different times of the day. The only difference was that the experimental group was provided with a scaffolding tool, while the control group had no scaffolding tool. The objective of the study was to evaluate the effectiveness of the Higher Order Thinking as a scaffolding tool that can improve students’ knowledge transfer. When the means were compared, it was found that there is no statistical significant difference between the two means for the Higher Order Thinking Tool group (M= 4.89) and the control group (M= 4.27),
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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