Challenges chemistry teachers face in implementing the new NSSCO chemistry curriculum in Otjozondjupa region during the COVID-19 national lockdown
| dc.contributor.author | Hafeni, Josephine | |
| dc.date.accessioned | 2023-10-27T10:35:27Z | |
| dc.date.available | 2023-10-27T10:35:27Z | |
| dc.date.issued | 2023 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the degree of master of education in curriculum, instruction and assessment studies | en_US |
| dc.description.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 | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/3749 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Challenges, Chemistry, Curriculum implementation, COVID-19 pandemic, Remote teaching | en_US |
| dc.subject | Challenges | en_US |
| dc.subject | Chemistry | en_US |
| dc.subject | Curriculum implementation | en_US |
| dc.subject | COVID-19 pandemic | en_US |
| dc.subject | Remote teaching | en_US |
| dc.title | Challenges chemistry teachers face in implementing the new NSSCO chemistry curriculum in Otjozondjupa region during the COVID-19 national lockdown | en_US |
| dc.type | Thesis | en_US |