Browsing by Author "Nsingo, Lloyd"

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    The use of examiners' reports in Biology instruction: A case of Kavango East educational region, Namibia
    (2015) Nsingo, Lloyd
    This research study investigated teachers’ use of examiners’ reports in order to improve Biology instruction and the perceptions that teachers hold of these reports. The purpose of the study was to gain insight into teachers’ use of examiners’ comments during Biology instruction especially considering that similar comments seem to be repeated in examiners’ reports year after year. Biology teachers seem to ignore the examiners’ comments and therefore, the same comments as reflected in learners’ answer scripts are repeated each year. The study was conducted in the Kavango East Educational Region of Namibia. The study employed a mixed methods approach to generate both quantitative and qualitative data in two main sequential phases plus additional classroom observations which were meant to help augment data from the two phases. In the first phase, quantitative data was collected by means of a closed-ended questionnaire from the 16 grade 11 and 12 Biology teachers in the secondary schools in the Kavango East Educational region to provide information on the extent to which Biology teachers use examiners’ reports, perceptions they hold of the reports and how they use the reports during instruction. The data from the first phase was then analysed, used to formulate questions and as well as select teachers to participate in phase two - the semi-structured interview which helped give in depth information and augment statistical data from phase one. Eight of the 16 teachers participated in the interviews. Classroom observations were also conducted as a way to triangulate data. Four teachers were involved in classroom observations and were randomly selected from among the eight teachers who participated in the interview. The findings from the questionnaire indicated that majority of the teachers consulted examiners’ reports and the overarching response on perceptions teachers have is that they regarded examiners’ comments as an examination drilling tool. Classroom observations however also revealed that teachers in the Kavango East Educational Region did not apply examiners’ report comments in the classroom instruction regularly and consistently.