School of Education

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Browsing School of Education by Subject "Academic performance"

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    A case study on the influence of English as a medium of instruction on learners academic performance at Ella Du Plessis Secondary School and Shikongo Iipinge Senior Secondary School
    (University of Namibia, 2004) Benjamin, Eveline
    The purpose of this study was to investigate the influence of English as a medium of instruction on learners academic performance. The study attempted to find out factors that might hinder the performance of learners. Ella du Plessis and Shikongo Iipinge Secondary schools were selected for the case study Learners questionnaire, teachers interviews and observations were used by the researcher to collect data. 80 learners completed the questionnaire and 12 teachers were interviewed. The data were analyzed by means of frequency tables and direct quotes from the interview were provided. The findings of the study indicated that various factors affect learners’ academic performance. Some of these factors are: -Learners do not understand English concepts. -Some textbooks are difficult to read and understand. -In most cases, learners are rote learning. -Failure to understand questions posed as well as instructions given. The study concludes that the academic performance of learners is influenced negatively and slightly positively by English as a medium of instruction. The study recommends that it is imperative that the Ministry of Basic Education Sport and Culture, teachers and learners to take note of the recommendations made in order to improve the status of English as a medium of instruction in Namibia
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    Challenges affecting Grade 12 learners' academic examination performance in Namibia senior secondary certificate ordinary level Biology in the //Kharas region, Namibia
    (University of Namibia, 2019) Verner, Victoria N.
    The main purpose of this study was to investigate the challenges affecting Grade 12 learners’ academic performance in Namibia Senior Secondary Certificate Ordinary level (NSSCO) Biology in the //Kharas Region, Namibia. The study addressed three research questions. Two categories of sample, made up of 140 learners and 12 teachers respectively were selected using the simple random sampling method to participate in the study. Furthermore, after the preliminary analysis of the questionnaires, a sub-sample of 12 learners and seven teachers that completed the questionnaires was purposively selected to participate in the interview. Descriptive statistics (percentages) and thematic analysis method were used to analyse the quantitative and qualitative data respectively. The study found out learners’ challenges such as lack of learning materials, learners' indiscipline and lack of motivation; teachers’ challenges such as lack of teaching materials or laboratory facilities, lack of teaching experience, under qualified teachers, lack of subject content knowledge, etc., as some of the major factors affecting Grade 12 learners’ academic performance in NSSCO Biology. In dealing with the identified challenges, the Biology learners and teachers were of the opinion that the following measures could be employed to improve the grade 12 learners’ academic performances: (a) introducing spring school or holiday classes to cover excess workload and help slow learners; (b) giving motivational speeches to encourage the learners; (c) organising periodic training workshops for the teachers; and (d) more involvement from subject advisors to guide teachers with subject knowledge; as well as (e) tackling learners’ disciplinary problems. Thus, the study recommended that the Ministry of Education must address the challenge of lack of Biology teaching and learning materials in the //Kharas Education Region to improve learners’ academic performance as well as to develop management strategies at all levels at the school in addressing learners’ disciplinary behaviour as this has a far-reaching implication on both teaching and learning outcomes.
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    Factors affecting Grade 12 learners' academic performance in the Namibia Senior Secondary Certificate ordinary level Biology in the Khomas educational region, Namibia
    (University of Namibia, 2018) Muyoyeta, Nancy K.
    The main purpose of this study was to investigate the factors that affect Grade 12 learners’ academic performance in the Namibia Senior Secondary Certificate Ordinary (NSSCO) level Biology in the Khomas Educational Region, Namibia. The study addressed two research questions. Three categories of samples made up of 15 Science Heads of Departments (HODs), 15 Biology teachers and 450 Grade 12 NSSCO Biology learners respectively were selected using the simple random sampling technique. Furthermore, a sub-sample of 2 Biology teachers and 2 Science HODs who have taught NSSCO Biology for at least, three consecutive years and also completed the questionnaires were purposively selected to participate in the interview. Descriptive statistics (percentages) and content analysis were used to analyse the quantitative and qualitative data respectively. The study found that learner-based factors such as learners’ indiscipline, lack of motivation; teacher-based factors such as: teachers’ low expectations and motivation, teachers’ workload, teachers’ competency and teaching methods used; as well as school-based factors like: lack of teaching resources, overcrowded classrooms, large syllabus content for Biology, and lack of commitment from the school management affect Grade 12 learners’ academic performance in NSSCO Biology in the study area. In dealing with the identified factors, the Biology teachers and science HODs indicated that they used the following strategies: giving motivational speeches to encourage the learners, involving parents to address the learners’ shortcomings, improvising on available teaching materials, networking with other professional colleagues within the same school clusters and conducting after-school and holiday classes. Thus, the study recommended that the learners should be encouraged to participate actively in the after-school and holiday classes put in place to cover the large content of NSSCO Biology syllabus. In addition, the Biology teachers need to attend capacity building workshops to improve their skills on the topics that they could not teach competently. There is also need for provision of teaching and learning resources for the NSSCO Biology in the study area.
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    The head of department’s leadership role in english 2nd language academic performance at selected secondary schools in Kandjimi circuit, Kavango West region, Namibia
    (University of Namibia, 2023) Siteketa, Veiko K.
    This study investigated the head of department’s leadership role in improving performance in English Second Language by exploring the views of Heads of Departments and teachers in Kandjimi Circuit on what they thought those roles were. The study also sought to uncover challenges faced by HODs and how they can be addressed to enable the HOD to fulfil his/her role towards improving performance in ESL. The population of this study consisted of teachers and HODs in Kandjimi Circuit’s secondary schools. From this population, 10 teachers and 10 HODs were purposefully selected to participate in the study. An interview guide with open-ended questions was used to explore views of teachers and HODs on what they perceived were challenges hampering HODs’ abilities to fulfil their roles towards the improvement of performance in ESL. Likewise, a document review guide was used to interrogate training received by HODs and challenges they faced and how those challenges could be resolved. Data from interviews and documents were analysed thematically to allow themes to emerge from the data for the research questions to be answered. The findings showed that HODs faced many challenges like interfence in their work that hamper their ability to successfully fulfil their roles to improve ESL performance. The study recommended that school principals should decrease the workload of HODs to empower them to fulfil their role in the improvement of performance in ESL.
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    Investigating the effects of redshirting on the academic performance of primary school learners in Windhoek, Namibia
    (University of Namibia, 2019) Vermeulen, Jana
    This research study endeavoured to introduce the term and practice of redshirting to local discussions related to school readiness and the best age to send a late birthdate learner to formal schooling. The main objective was to determine whether the practice of redshirting leaners made a significant difference in their academic performance when they are compared to those who went to school according to their age. A quantitative research methodology was used, and secondary data, namely school report cards from public and private schools in the boundaries of Windhoek, were employed as a research instrument. The data revealed that a large number of learners in Grades 1, 3 and 5 were overaged. Moreover, at Grade 1 level, both redshirted girls and boys seemed to have a significant advantage in terms of academic performance over those learners who went to school at the age-appropriate time. Additionally, the data suggest that the difference in average academic performance, although still apparent in Grade 3, was substantially smaller, and this difference in academic performance was almost non-existent in Grade 5. Based on the outcome of the study, the matter of redshirting in Namibia requires further investigation, in order to determine how potential extraneous variables would impact the academic performance of learners with last quarter birthdates. Additionally, the research revealed that more should be done in terms of investigating the reasons for the large number of overaged learners in the various primary school Grades.
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    The school principal and teachers’ roles in improving learners’ academic performance at a selected school in the //Karas region
    (University of Namibia, 2022) Kaukewahulo, Saima
    The purpose of this study was to investigate the principal and teachers’ roles in improving learner’s academic performance at a selected school in the //Karas region. This study specifically focused on junior secondary phase (grade 10). The study was guided by the following research questions: What role do the principal and teachers play in improving learners’ academic performance at a selected school in the //Karas Region? What challenges do the principal and teachers face in improving the academic performance of learners at the selected school in the //Karas Region? How can the challenges of principal and teachers in improving learners’ academic performance at a selected school in the //Karas region be handled? The researcher utilised a qualitative approach to obtain quality information and deep understanding of the role of the principal and teachers in improving learner’s academic performance at a selected school. The population for this study consists of all the principals and teachers in the //Karas Region. The sample consists of one principal and fourteen teachers, which gave a total sample size of 15 participants. For this study, the researcher used one of the best performing schools in the region and a purposive sampling was used to choose the participants. Findings of this research revealed that the principal and teachers’ roles in improving learner’s academic performance are supervision and monitoring, discipline and decision making, assessment and evaluation as well as involvement in extramural activities. Upon executing those roles, they faced some challenges such as lack of teaching and learning resources, misconduct by teachers and learners, failure to meet set targets, late coming and overcrowded classrooms. These challenges were overcome through motivation, improvising resources, continuous professional development and team building activities.