Browsing by Author "Uugwanga, Jafet Shikongo"

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    The effects of authentic learning activities on achievements and attitude towards Natural Science among Grade 7 learners in Khomas and Omusati educational regions
    (University of Namibia, 2020) Uugwanga, Jafet Shikongo
    Teaching and learning Natural Science for conceptual understanding requires appropriate and effective teaching approaches and inquiry-based learning activities. The problem of teaching and learning Natural Science for deeper understanding is global and Namibia is not an exception. The Ministry of Education, Arts and Culture’s reports on the National Standardised Achievement Tests (SATs) results of Grade 7 Natural Science showed that learners scored under basic achievement category over the past years. These poor SATs results might affect learners’ academic achievements and attitude towards science subjects. It is therefore a concern that many teachers seem to teach Natural Science excluding authentic learning activities in their teachings. Therefore, this study investigated the effects of authentic learning activities on achievements and attitude towards Natural Science among Grade 7 learners in Khomas and Omusati educational regions. The study was a mixed research approach which used a case study and quasi-experimental designs. Data were analysed using SPSS and thematic data analysis. Eight schools and 221 learners participated. Schools and learners were randomly selected and assigned into experimental and control groups. The experimental group had 124 learners and 97 were in the control group. Experimental groups received authentic learning activities and control groups received traditional lectures. The pre-test and post-test were used. The experimental group’s mean scores on the pre-test and post-test were 18.91 and 31.72 respectively, while the control group had 17.28 and 23.07. This indicated a significant difference in the performance of the experimental group at 0.05 significant level and proved that authentic learning activities improve learners’ achievements in Natural Science. The STAQ-R was given to learners in the experimental group to establish whether authentic learning activities influence their attitude towards Natural Science. Respondents indicated that the self-directed effort factor among others, attracted them to Natural Science and positively influenced their attitude towards the subject. Focus-group interviews with 22 learners from the experimental group were randomly selected to gauge their views on authentic learning activities. Learners appreciated the use of authentic learning activities as the activities helped them to understand concepts of science better and they could easily remember what was taught. Based on these findings, the usage of authentic learning activities in schools to enhance learners’ conceptual understanding, improve learners’ achievements, and positively influence learners’ attitude towards the subject should be advocated. Nonetheless, the study developed the CPSR domain model for the teaching and learning of Natural Science using authentic learning activities in classrooms to prepare learners for the 21st century. The study recommended that curriculum developers in the Ministry of Education, Arts and Culture should incorporate more fun and enjoyable activities in the national curriculum, syllabus and other teaching and learning support materials where the use of authentic learning activities is required. Schools should procure appropriate authentic materials for the effective teaching and learning of concepts of science. In addition, Natural Science teachers should incorporate authentic learning activities in all their lessons.
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    Understanding and uses of concept mapping in teaching Natural Science: Cases of two primary schools in Windhoek, Khomas region
    (2015) Uugwanga, Jafet Shikongo
    The purpose of the study was to investigate the Grade six Natural Science teachers’ understanding of concept mapping. The study also investigated learners’ understanding of science concepts on “matter and its properties” taught through the use of concept mapping as compared to traditional lecture method. The study was conducted with two science teachers who taught Natural Science to Grade six, thirty-three learners at Alpha Primary School and thirty-seven learners at Omega Primary School in the Khomas Educational Region, Namibia. Mixed research methods were used. A semi-structured interview schedule and a video recorder were used to collect data from teachers. The researcher was an active participant in the collection of data and a video recorder was also used to capture his own instructions. A pre- and post-tests were conducted in order to find out the difference in learners’ understanding of “matter and its properties” when taught through concept mapping as compared to traditional lecture method. Each test had 22 items. All learners were given the same pre-test, followed by an intervention (treatment) and then a post-test was administered. Learners at Alpha Primary School were taught through the traditional lecture method while those at Omega Primary School were taught through the concept mapping method. The scores on both tests were analysed to see if there are statistically significant difference between learners’ understanding of “matter and its properties” taught through the concept mapping and those taught through the traditional lecture methods. It was found that learners taught through concept mapping out-performed those who were taught through the traditional lecture at statistically significant difference of alpha 0.05. That means that the overall critical value of 1.998 is significant (t-tests = -4.574 and -2.830, at p < 0.05). As the critical value of 1.998 obtained for the degree of freedom (df) = 63, p = .000. The calculated t-value is higher than the critical value, therefore, the Null hypothesis is rejected and the results are significant at p = 0.05. The study also found that both science teachers have vague ideas about what the concept mapping strategy was hence they did not even use the strategy in their instructions.