Factors affecting mathematics performance of learners in grade 11: Perceptions of teachers at two selected public schools in the Khomas region, Namibia
| dc.contributor.advisor | Amushigamo, Angelina Popyeni | |
| dc.contributor.author | Wombulu, Ndinelago N. | |
| dc.date.accessioned | 2026-09-29T13:08:36Z | |
| dc.date.available | 2026-09-29T13:08:36Z | |
| dc.date.issued | 2025 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education in Curriculum, Instruction and Assessment Studies | |
| dc.description.abstract | The performance of learners in mathematics at the senior secondary level in Namibia remains a persistent educational concern, particularly at the Grade 11 level under the revised Namibia Senior Secondary Certificate Ordinary (NSSCO) curriculum. This qualitative study examined the perceptions of Grade 11 mathematics teachers regarding factors influencing learner performance in two selected public schools in the Khomas Region. The study adopted an interpretivist paradigm and employed a case study design. Data were gathered in semi-structured interviews with six purposively selected teachers, supplemented by classroom observations and document analysis. Thematic analysis was used to identify recurring patterns and insights. The findings revealed that the revised mathematics curriculum posed significant challenges, including excessive content, the promotion of unprepared learners, inadequate instructional time, and minimal teacher training on the new curriculum. Teachers reported that mixed ability classrooms, poor foundational skills, negative learner attitudes, and limited teaching resources further exacerbated performance gaps. The researcher concludes that learner performance in Grade 11 mathematics is shaped by a complex interplay of curriculum demands, institutional support, teacher capacity, and learner readiness. Hence, ongoing professional development (PD), curriculum alignment with learner capabilities, and provision of resources to enable effective mathematics teaching and learning are recommended. These findings are particularly relevant for curriculum planners, school leaders, and policymakers seeking to improve mathematics education in Namibia | |
| dc.identifier.uri | http://hdl.handle.net/11070/4314 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Mathematics performance | |
| dc.subject | Grade 11 | |
| dc.subject | Revised curriculum | |
| dc.subject | Learner attitudes | |
| dc.subject | Teacher perceptions | |
| dc.subject | Namibia | |
| dc.subject | NSSCO | |
| dc.subject | University of Namibia | |
| dc.title | Factors affecting mathematics performance of learners in grade 11: Perceptions of teachers at two selected public schools in the Khomas region, Namibia | |
| dc.type | Thesis |