Department of Applied Educational Sciences

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    Drug education in a Windhoek secondary school
    (1995) Maree, Margaretha E.
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    Learner-centered education in Namibia
    (1997) Chaka, Mubita V.
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    Education in Namibia: A collection of essays
    (1998) Mostert, Louise; Kasanda, Choshi D.
    This study is a case study of Continuous Assessment and External Examiners'.reports in two universities in the Southern African Development Community (SADC). The paper defines the term Continuous Assessment. The first part of the presentation then examines the conduct of Continuous Assessment at the two universities under study. The concerns in Continuous Assessment addressed are: Number of ContinuousAssessment test/assignments to be given per course; Absenteeism/ late/ non-submission of tests or assignments; Security of tests/assignments for continuous assessment; and Plagiarism. Advantages and disadvantages of Continuous Assessment schemes are briefly discussed. The second part of the paper examines the roles of External Examiners at the two Universities. The findings presented indicate that basically external examiners' roles revolve around five verbs. They do one or more of the following: expose; impose; suppose; endorse and propose. The paper concludes by affirming the power of examination. Examinations are here to stay.
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    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
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    Education and the epidemic
    (2000) Goveia, Jeffrey J.;
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    Bridging the distance
    (2000) Brown, N.A.
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    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.
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    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.
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    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.
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    The vocational interests of Namibian grade 10 learners
    (2002) Mostert, Louise; ;
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    Active learner participation: A study of the basic education teacher diploma in-service training teachers' classroom practice in the Ondangwa West & East educational regions
    (2002) Amutenya, Martha N.
    The purpose of this study was to find out whether Basic Education Teacher Diploma In service Training (BETD INSET) graduate teachers practiced and encouraged active learner participation in their classrooms. Further, the study attempted to find out the factors that might be hindering active participation of learners in the instructional process. Two research approaches were used to collect data, namely interviews and observations of the BETD INSET graduate teachers’ classroom practice with respect to active learner participation. The purpose of interviews was to solicit the views, experiences and practices of the BETD INSET teachers regarding active learner participation in their classes. In addition, three lessons of each of the 15 BETD INSET teachers were observed. Classroom observation provided the researcher with the opportunity to actually observe how the teachers practiced active learner involvement and the class interactions during the instructional process. The frequency tables were used to analyze the data collected. From the results of this study, it seems that the BETD INSET programme has positive effects on the teachers’ practice in the classroom. It seems as if the teachers have changed their teaching methods as required by the new teaching philosophy, namely Learner Centered Education (LCE) in Namibian schools that promotes active learner participation. The discussion method was observed as a common teaching method used by the BETD INSET teachers in their classrooms. Discovery and experiential methods were practiced less by 40 % in the BETD INSET teachers’ classrooms. The results also indicated that the learners’ role had changed from passive receivers to knowledge constructors. To a large extent, 7 0% of the learners made contributions to the class discussion by answering and asking the teacher questions. However to a lesser extent, 30% of the learners formulated concepts and learned by doing. It was also found that various factors hindered the practice of active learner participation in the BETD INSET teachers’ classes such as: -- Language problems experienced by some learners -- Classes lack of enough textbooks and other teaching and learning facilities; -- Shyness among learners; -- Automatic promotion from grade to grade; -- Very large classes sizes; and -- Poor involvement of parents in the education of their children. The study recommends that the BETD In service programme be continued until all other teachers who have got other qualifications other than the BETD certificate are catered for in order to enable them practice active learner participation in their classes.
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    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.
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    An investigation into the knowledge, attitudes and practices of home economics teachers with respect to learner-centered methods of teaching in the Windhoek educational region
    (University of Namibia, 2002) Mpofu, Kayise
    This study was undertaken to determine the knowledge, practices and attitudes that Home Economics teachers have on the learner-centred methods of teaching. The study addressed the following questions: a) what knowledge do Home Economics teachers have on the learner-centred approach to teaching? b) do Home Economics teachers’ use learner-centred methods of teaching in their classrooms? c) what are the Home Economics teachers' attitudes towards the use of the learner-centred methods of teaching? Using the case study method and purposeful sampling procedures data were collected through observation schedules and questionnaires from seven female Home Economics teachers in selected schools in the Windhoek region. The study found that Home Economics teachers used a variety of learner-centred methods of teaching that included group work, discussions and the question and answer method. The study also revealed that Home Economics teachers engaged in learner-centred practices that promoted active participation of learners in the teaching and learning process. Such practices included allowing students to evaluate their own work, encouraging students to work in groups, and providing students with opportunities to respond to other students’ contributions. However, the teachers preferred those learner–centred methods of teaching and practices that enabled them to retain control over the teaching and learning process. Further, the study showed that Home Economics teachers have positive attitudes towards the use of various learner-centred methods. In addition, it was found that they had adequate teaching and learning materials and equipment, but lacked textbooks. In light of the above findings, the study recommends that the Home Economics teachers should use all the different learner-centred methods of teaching which include group work, discussions, question and answer method, project work, independent inquiry, dramatisation, role playing and simulations, in order to cater for individual needs and to maximize learner participation in the teaching/learning process. The study also recommends that the Home Economics teachers be given adequate textbooks. This could encourage them to adopt various learner-centred methods of teaching.
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    Factors influencing Geography Grade 12 results: A case study of Rehoboth High School
    (University of Namibia, 2002) Titus, Christiaan
    This study introduces factors influencing Geography Grade 12 results at Rehoboth High School. The study concentrates on six factors, namely: -- Structure of the examination papers with special emphasis on the August 2000 Geography mock examination; -- Social-cultural factors; -- Resources; -- Teaching methods; -- Attitude towards Geography as a subject; -- School environment. Sixty-six learners responded to a questionnaire and interviews were conducted with 96 learners, two Geography teachers, library teacher, principal, advisory teacher and the inspector and it addressed cooperation and communication within the school. The responses from the interview and questionnaires indicated that the school environment is conducive to teaching and learning of Geography. The teaching approaches used by the teacher are also viewed to be contributing positively to the results. The resources and social-cultural factors are not very supportive of the teaching and learning of Geography at the school. The education levels of the parents are relatively low and resources scarce and this seems to have a negative influence on the performance of the learners. Analysis of the August 2000 mock examination answer sheets reveals that learners on average performed better in the skill area analysis but that no significant difference is recorded between male and female learners. It is only in Paper 2 that females performed significantly better than males in the skill judgement and decision-making sections.
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    An investigation into secondary school teachers' perceptions of the factors that affect quality education in Windhoek education region
    (University of Namibia, 2003) Ama, Helena A.
    The purpose of this study was to investigate into secondary school teachers’ perceptions of the factors that affect quality education in Windhoek Education Region. Answers were sought to the following five questions: 1.What are the secondary school teachers’ perceptions of quality education in Namibia? 2. What are the factors that secondary school teachers perceive to be contributing to the attainment of quality education in the country? 3. How do the secondary school teachers in Namibia rank the following factors of quality education: quality teachers, facilities, environment, finding, instructional, and learning materials? 4.What are the major obstacles encountered by the teachers in the attainment of quality education in Namibia? 5. What steps should be taken in order to attain quality education in Namibia? A questionnaire was developed and used in collecting information from the teachers on their perceptions of quality education in Namibian secondary schools. The questionnaire was administered to 230 teachers in 14 secondary schools. Stratified sampling was used to select schools while stratified and simple random sampling methods were used to select 230 teachers from the schools. Oral interviews were also conducted with 10 secondary school teachers to obtain their views on the factors that affect quality education in Namibia, in addition, some interviews were held with 5 principals. Frequency tables and percentages were used to present and analyze the data collected. The results of the study showed that the majority of the teachers sampled 89.2% perceived quality education as ensuring the students’ mastery of the objectives and goals of education, which should be tested at the end of every grade. Another 86.6% of the teachers perceived quality education as the preparation of young people either for post secondary education/training or for work, while 83.9% perceived quality education as the acquisition of general knowledge about Namibia, science, history and technology. The key factor that were identified to be the attainment of quality education were: provision of qualified teachers in all the schools in Namibia (92.6%); making sure that all teachers in the schools were qualified in the subject of specialization (90%); equitable distribution of funds to all the schools in Namibia (88.7%); building laboratories and libraries in all the schools in Namibia (86.9) and having a good learning environment in the country (86.5%). The above findings were supported through the interviews held with the five principals who enumerated some obstacles to the attainment of quality education such as, lack of quality teachers in both the primary and secondary schools; lack of educational facilities in the schools; disintegration of discipline in schools, and overcrowded classes. They suggested that if government employed qualified teachers in all the school, provided educational materials to the learners and teachers, schools maintain discipline and class sizes reduced to below 30 in all schools, quality education would be attained. However, the development of curriculum that suits the Namibian learners and the provision of qualified teachers in all the schools in Namibia were ranked highest (92.6%) by the teachers, as factors contributing to the attainment of quality education in the country. The study recommended among other things that the Government and Ministry of Basic Education, Sports and Culture should ensure that more qualified teachers are employed into the teaching profession in spite of the finances involved; teachers should be sufficiently motivated by increasing their salaries and providing accommodation; teachers should be trained to become more efficient and effective; class sizes should be reduced to 25 learners in all schools as indicated in the secondary school policy because many teachers complained of large class size of 38 – 45 learners per teacher during the interviews; the government should increase, allocate and distribute educational materials equally, and corporal punishment should be re-visited in the schools because of student misconduct at school towards the teachers and fellow learners. In conclusion, the teachers in the Windhoek Education region demonstrated knowledge of the factors that contributed to and obstacles to the attainment of quality education. Their perceptions of quality education in Namibia and the factors that affect the attainment are in line with those held by Winch (1996:9) who stated that, “Any quality education system should be able to manufacture products or individuals that are suitable for the purpose for which they were designed or educated”, and Lewis et al (1999) observed that “Without well prepared, caring and committed teachers, our children will not be prepared for the challenges and opportunities of the 21st century.
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    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.
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    The role of management and leadership in the schooling of at-risk learners
    (2004) Ipinge Emma
    Most schools that serve learners who come from disadvantaged areas and backgrounds face unusually difficult challenges. These schools experience poor performance and disciplinary problems, and teachers lack motivation and commitment
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