An analysis of teachers‟ exemplary instructional strategies in relation to NSSCO learners‟ learning difficulties in solving algebraic equations in Omaruru circuit
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Date
2025
Authors
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Journal ISSN
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Publisher
University of Namibia
Abstract
This study analysed teachers‟ exemplary instructional strategies in relation to
NSSCO learners‟ learning difficulties in solving Algebraic equations in Omaruru
Circuit, Erongo Educational Region, Namibia. This study used Cognitive
Constructivism Theory as its theoretical underpinnings. The study applied a
convergent mixed method, QUAN and QUAL, approach, using a quasi-experimental
design and an existential phenomenology design to identify learners‟ learning
difficulties in Algebra as well as the instructional strategies employed by teachers to
assist those learners. One public school was purposively sampled, and one private
school was automatically selected for study. Data collection instruments include pre
tests and posts. The participants were two National Senior Secondary Certificate
Ordinary (NSSCO) Mathematics teachers and 36 grade 10 learners. The data
collected from pre-tests and post-tests were analysed quantitatively and the two
proposed hypotheses were tested using the t-test at α = 0.05 method of analysis while
the data from observations were descriptively analysed. The study‟s findings
revealed the following: (1) Learners have more difficulties in word problems,
factorizing, LCM, binomial expansion, reciprocal and inequality direction among all
the other difficulties identified. (2) Watching videos assisted learners with learning
difficulties in Algebra than peer teaching and group discussion. (3) The t (stat) = 2.56
is more than t (critical) = 2.04 and this reject the null hypothesis. This indicates that
there is a significant difference in the mean scores of learners taught using exemplary
instructional strategies and learners taught using traditional methods. Learners taught
using exemplary instructional strategies performed better than those taught using the
traditional methods. The study recommends that teachers must use instructional
strategies that allow learners to actively participate in their learning such as peer
teaching, group discussions and allow them watch educational videos since these
strategies enhance learners‟ interest in learning. Hence, Educational regions should
organize numerous Mathematics workshops, so that teachers meet, discuss and share
exemplary instructional strategies which are ideal for teaching Algebra
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education ( Mathematics Education)
Keywords
Mathematics, Algebra, Teachers‟ instructional strategies, Learners learning difficulties, Solving Algebraic equations, Instructions, Traditional methods, Namibia, University of Namibia