Exploring grade 11-12 teachers’ use of instructional videos in natural science subjects at Ponhofi Secondary School
No Thumbnail Available
Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Arts and Social Science
Abstract
This study explored Grade 11-12 teachers’ use of instructional videos in Natural Science subjects
at Ponhofi Secondary School in Namibia. To explore the attitudes, perceptions and experiences of teachers’ use
of instructional videos, 8 semi-structured interviews (pre and post) were conducted. The pre-semi structured
interviews were about the teachers’ attitudes, perceptions and experiences and were held with individual teachers
before the teaching intervention using instructional videos. After the intervention, the post semi-structured
interviews were conducted with the same individual teachers to assess their attitudes, perceptions and experiences
after the use of instructional videos. The findings revealed that most of the teachers perceive instructional videos
as powerful tools to teach Natural Science subjects and good for the learners’ subject mastery. The results further
showed that most of the teachers lack self-confidence and have a high level of technophobia. It also emerged that
there are a lot of barriers that affect teachers’ ability to use instructional videos such as technology resources,
technology support, knowledge and skills and these barriers negatively affect the use of technology in schools and
prevent teachers from becoming frequent technology-users. Finally, the findings revealed that, most of the
teachers use free downloadable videos from various websites such as Eureka, Make Me Genius, Smart Learning
for All and YouTube. The study concluded that teachers should adopt the culture of using instructional videos in
their lessons to make their lessons informative, interesting, and resourceful and enhance understanding, and
knowledge retention
Description
The purpose
of our research article is to explore the teachers’ attitudes, perceptions, beliefs and experience towards the use of
instructional videos in teaching Natural Science subjects at secondary school level in Namibia. While previous
researchers have documented the influence of teachers’ pedagogical beliefs on classroom practices related to
teaching mathematics (Vacc & Bright, 1999), science (Czerniak & Lumpe, 1996), history (Wilson & Wineburg,
1988), and literacy (Fang, 1996), only few examined how teachers’ attitudes, perceptions, beliefs and
preparedness influence adoption and use of instructional video in classrooms.
Keywords
Eureka, Make Me Genius, Smart Learning for All, YouTube, ICT, World Wide Web, Internet research, Instructional videos, Technology resources, Technology support, Technophobia