Abstract:
The outbreak of the COVID-19 pandemic forced schools around the world to make an
abrupt shift from face-to-face to remote teaching and learning. This study investigated
challenges Chemistry teachers face in implementing the new NSSCO Chemistry
curriculum in Otjozondjupa Region of Namibia, during the COVID-19 national
lockdown. The study is underpinned by the Theory of Curriculum Implementation of
Rogan and Grayson, as a theoretical framework. The study adopted an explanatory
sequential mixed methods approach, comprising of two phases. In the first phase, a
questionnaire was used to gather quantitative data from all (32) Grade 10 and 11
Chemistry teachers from Otjozondjupa Region. In the second phase, semi-structured
interviews were used to collect qualitative data from 12 teachers purposively selected
from the original sample. Descriptive statistics and thematic analysis were used to
analyse the quantitative and qualitative data respectively. The study determined that
Chemistry teachers utilised multiple strategies to provide learners with inclusive
education through remote teaching and learning. However, teachers experienced
difficulties such as inadequate resources and a lack of technological competency to
effectively teach Chemistry remotely. Other challenges included: difficulties accessing
and staying in contact with learners; inability to engage learners in virtual lessons due to
a lack of electronic devices and internet connectivity particularly on the learners’ side;
nonfulfillment of practical work and difficulty in assessing learners during remote
teaching. In consideration of the findings, several recommendations were made,
including the recommendation that national government should provide schools with
adequate technological facilities and furnish unequipped science laboratories, and
ii
Chemistry teachers should be offered pedagogical training programmes to equip them
with e-learning teaching competencies
