Teachers' use of teaching and learning support materials for effective teaching of grade 11 chemistry and physics in Kavango East region, Namibia
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Date
2024
Authors
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Journal ISSN
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Publisher
University of Namibia
Abstract
The purpose of this study was to investigate teachers’ use of Teaching and Learning
Support Materials (TLSMs) for effective teaching of Grade 11 Chemistry and Physics in
the Kavango East Region, Namibia. Four research questions were generated to guide the
collection of data. The study adopted the sequential mixed methods research design
which employed both quantitative and qualitative approaches. The quantitative approach
employed Likert scale closed-ended survey questionnaires while the qualitative
approach employed follow-up interviews and live classroom observations to address the
research questions. The quantitative data was analyzed using descriptive statistics and
then presented using tables and graphs, while the qualitative data were analyzed using
the thematic analysis method. The study sample included all the twenty-one Chemistry
and Physics teachers teaching in Senior Secondary Schools, and one Science Education
Officer (SEO) in the Kavango East Region. Thus, the total population sampling method
was used to select the sample. The study found that there are different ways in which
Chemistry and Physics teachers in the Kavango East Region used different TLSMs for
effective teaching of the subjects in Grade 11. The study found that the teachers mainly
used TLSMs to help their learners acquire quality knowledge construction and enduring
memory of Chemistry and Physics concepts taught (71% of the participants agreed and
19% strongly agreed), and to instill scientific skills of handling apparatus in the learners
(71% of the participants’ agreed and 14% strongly agreed). Furthermore, the participants
(76% agreed and 19% strongly agreed) indicated that they use TLSMs to arouse
learner’s attention and enhance their concentration during the lesson, and to facilitate
guided interactions between the learners (57% agreed and 14% strongly agreed).
However, the study revealed that several factors constrained the teachers from using
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TLSMs for effective teaching of Grade 11 Chemistry and Physics in the area. These
include teachers’ lack of pedagogical knowledge in using TLSMs to effectively teach
Grade 11 Chemistry and Physics, scarcity of TLSMs (textbooks 95%, photocopy papers
87%, past exam papers 90% and lack of internet excess 83%), overcrowded classrooms,
poor English as a Second language, lack of well-equipped school laboratories, and lack
of training workshops. As indicated by the participants, the possible intervention
measures that can support the Chemistry and Physics teachers to use TLSMs for
effective teaching of these subjects in the study area include provision of teachers’ in service training through Continuous Professional Development, provision of well equipped science laboratories, and provision of relevant TLSMs. Findings from the live
classroom observations also revealed that the teachers need training on the best practices
of using TLSMs and methods to achieve the desired teaching objectives. Therefore, the
study recommended that the SEO should provide regular capacity building workshops
for the Chemistry and Physics teachers based on innovative usage of TLSMs to enable
them to effectively teach the subjects. Furthermore, the Ministry of Education, Arts and
Culture should provide adequate relevant TLSMs as well as equip Chemistry and
Physics laboratories in the schools in order to avail teachers the needed TLSMs for
effective teaching of Grade 11 Chemistry and Physics in the study area
Description
A Dissertation submitted in fulfilment of the requirements for the degree of doctor of philosophy in Science education
Keywords
Teaching and learning, Support materials, Namibia, Grade 11, Chemistry, Physics, Kavango East