Browsing by Author "Ngololo, Elizabeth Ndeukumwa"

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    Becoming reflective practitioners: Mathematics student teachers' experiences
    (Journal of Research and Advances in Mathematics Education, 2021) Ngololo, Elizabeth Ndeukumwa
    The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-andon-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers. Keywords: Reflective practice, student teachers, Mathematics, teacher training program
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    The effects of ‘Geometry sketchpad’ on grade 12 learners’ performance in Geometry
    (2017) Kanandjebo, Leena N.; Ngololo, Elizabeth Ndeukumwa
    Learners at Grade 12 level persistently show a weak conceptual understanding of geometric concepts (DNEA, 2011, 2012, 2014). The study was guided by Bruner’s (1960) Constructivist Theory, using Understanding by Design teaching approach to explain Geometrical concepts. The study was qualitative, using non-equivalent pre-test and post-test quasi-experimental design. Cluster random sampling was used to select a sample of 176 Grade 12 learners from two purposively selected secondary schools. The findings revealed that at 95% confidence level 𝜌=0.004; Mann-Whitney U test = 2 914.500, there was a statistically significant difference between the two groups in terms of learner performance on Geometry topics. The study recommends Mathematics teachers to use ICT-driven pedagogy when teaching Geometry in order to improve learners’ academic achievement.
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    Factors influencing academic performance in Basic Business Statistics course at Polytechnic of Namibia
    (University of Namibia, 2013) Pazvakawambwa, Lillian; Ngololo, Elizabeth Ndeukumwa; Dumeni, Efraim
    The Polytechnic of Namibia offers the Basic Business Statistics course for all its undergraduate registered students for the Bachelor of Technology degrees in Business Administration, Public Administration ,Marketing, Human Resources Management and Economics programmes as part of their curriculum requirements, on full-time, part-time and distance education (open learning) basis. Academic performance in this course is generally poor, leaving a lot of students with the Basic Business Statistics Course outstanding even after their final year of study, thus delaying their graduation.This paper seeks to the determinants of the students' performance in this course by fitting a binary logistic regression based on the population of distance students who enrolled for the course in the first semester of 2012. The dependent variable is the performance or final result (Pass or Fail} for the Basic Business Statistics course. The independent variables include gender of student, Matric Score (Moths, English), home language, and degree programme.
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    Provision of integrated early childhood development in Namibia: Are we on the right track?
    (2018) Ngololo, Elizabeth Ndeukumwa; Kasanda, Choshi D.; Van Rooy, Gert
    The provision of Integrated Early Childhood Development (IECD) positively impacts children’s futures physically, cognitively, emotionally and socially. The assessment sought to inform intervention programs to improve the status of children’s physical, social-emotional, cognitive and educational needs, as well as their health and nutritional needs. A mixed method approach was used to collect data: a survey and multiple case studies through interviews with 32 caregivers were conducted and focus group discussions were held with community members. The findings show that the Early Childhood Development (ECD) centers lacked the essential prerequisites for the provision of quality IECD education as per the requirements stipulated in the Adapted Theory of Change (ATC). The study recommends formation of smart partnerships in providing integrated childhood development services at ECD centers to meet their health, sanitation, nutritional, physical, socio-emotional and cognitive needs.
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    Teachers views on the implementation of the English language proficiency programme in Namibia
    (2017) Ngololo, Elizabeth Ndeukumwa; Nekongo-Nielsen, Haaveshe
    The study explores teachers’ views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers’ proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap, Khomas, Ohangwena and Omusati, selected on the basis of the level of participation and accessibility. The evaluation focused on the following aspects of the project: program development, program implementation and administration as well as assessment of learning outcomes. The study followed a qualitative approach using document analysis to inform the development of evaluation instruments and a phenomenological design to assess teachers’ lived experiences during program implementation. Data was collected through focus group discussions among teachers. The study established that teachers did not appreciate the program as it was ill-planned, irrelevant to their needs and disturbed their daily routines. Nevertheless, a few teachers embraced the program and reported positive benefits in terms of teachers’ career development goals. The study recommends the revision of the program in terms of content and implementation procedures. In addition, teachers’ support systems, learning materials and the mode of delivery need improvement to effectively enhance teaching and learning in Namibian schools.
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    Teachers’ use and integration of ICT in the teaching of Life Science: A case of two urban high schools in Namibia
    (University of Namibia, 2015) Simon, Wilhelmina Etuna; Ngololo, Elizabeth Ndeukumwa
    Many developing countries recognised the importance of Information and Communication Technology (ICT) in education for teaching and learning. In Namibia, ICT use and integration in the classrooms remains limited. This study has sought to investigate how Life Science teachers with access to technologies use and integrate ICT into their classroom through collaborative and creative teaching. The study was designed as a qualitative research using a multiple case study approach. The study was guided by activity theory as a theoretical framework. Two Life Science teachers were observed and semi-structured interview were conducted. The findings of the study revealed that Life Science teachers demonstrated use of ICT in their classrooms through smart boards connected to e-Learning Management Systems and collaborated with each other by sharing notes but did not co-teach nor developed their own teaching materials. The study recommends that teachers be provided with the necessary tools and be trained to develop teaching materials, and to co-teach for purposes of enhancing collaborative teaching.
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    Teachers’ use and integration of ICT in the teaching of Life Science: A case of two urban high schools in Namibia
    (University of Namibia, 2015) Simon, Wilhelmina Etuna; Ngololo, Elizabeth Ndeukumwa
    Many developing countries recognised the importance of Information and Communication Technology (ICT) in education for teaching and learning. In Namibia, ICT use and integration in the classrooms remains limited. This study has sought to investigate how Life Science teachers with access to technologies use and integrate ICT into their classroom through collaborative and creative teaching. The study was designed as a qualitative research using a multiple case study approach. The study was guided by activity theory as a theoretical framework. Two Life Science teachers were observed and semi-structured interview were conducted. The findings of the study revealed that Life Science teachers demonstrated use of ICT in their classrooms through smart boards connected to e-Learning Management Systems and collaborated with each other by sharing notes but did not co-teach nor developed their own teaching materials. The study recommends that teachers be provided with the necessary tools and be trained to develop teaching materials, and to co-teach for purposes of enhancing collaborative teaching.