Factors affecting the implementation of E-learning teaching in grade 8 computer science: A case study of six selected schools in the Khomas region, Namibia
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Date
2025
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Publisher
University of Namibia
Abstract
The implementation of E-learning has become increasingly relevant, especially during the
COVID-19 pandemic. The sudden shift to online education during the pandemic
highlighted the need to understand the dynamics of E-learning. E-learning is a mode of
learning that takes place electronically, often via the Internet. It requires learners to use
electronic devices such as computers, tablets and cell phones. This research aimed to
comprehend the factors affecting the implementation of E-learning in Computer Science,
at the selected secondary schools in the Khomas Region, where Computer Science is
taught in Grade 8. The study investigates the factors and challenges that learners and
teachers faced during the COVID-19 pandemic and the teacher’s self-efficacy regarding
their ICT skills. An explanatory sequential mixed method was used for this study. The
study population consisted of all the computer study teachers and Grade 8 learners at the
six selected schools, with a sample of 12 teachers and 90 learners. Random sampling was
used to select the quantitative phase, and purposive sampling was used for the qualitative
phase. In addition, self-administered questionnaires were used to collect quantitative data
and semi-structured interviews were conducted to gather qualitative data. The data were
analysed using SPSS and thematic analysis for qualitative data. According to the learners
and teachers, the key benefits were convenience of time and place, a greater degree of
trust in adopting E-learning as a teaching and learning instrument, and ease of contact
between teachers and learners. However, similarly, learners and teachers complained
about challenges such as limited computer and Internet access, a lack of technical support,
and a lack of enthusiasm to use the E-learning platform. The results indicated that a lack
of E-learning training for teachers and learners, poor awareness programs, and inadequate
infrastructure contributed to the failure of E-learning implementation in schools. The
study recommends that the Ministry of Education introduce mandatory E-learning courses
into the curriculum for all learners, particularly those in primary schools, to prepare the
learners well for E-learning and increase their accessibility to it. Once E-learning is
introduced in schools, stakeholders in the field of education must ensure that the necessary
resources, such as stable Internet, computers, and trained teachers, are accessible for
successful E-learning
Description
A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Educational Technology)
Keywords
Computer, E-learning, Implementation, Learners, Performance, Teachers, WhatsApp, Zoom, Namibia, University of Namibia