Exploring grade 11-12 teachers’ use of instructional videos in natural science subjects at Ponhofi Secondary School

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dc.contributor.authorNghuumbwa, Malakia
dc.contributor.authorShaimemanya, Cornelia Ndahambelela S.
dc.contributor.authorShihomeka, Sadrag P.
dc.contributor.authorKapolo, Paulus
dc.date.accessioned2024-04-26T14:09:15Z
dc.date.available2024-04-26T14:09:15Z
dc.date.issued2023
dc.descriptionThe 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.
dc.description.abstractThis 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
dc.identifier.urihttp://hdl.handle.net/11070/3809
dc.language.isoen
dc.publisherInternational Journal of Arts and Social Science
dc.source.urihttps://www.ijassjournal.com/2023/V6I4/4146663247.pdfen
dc.subjectEureka
dc.subjectMake Me Genius
dc.subjectSmart Learning for All
dc.subjectYouTube
dc.subjectICT
dc.subjectWorld Wide Web
dc.subjectInternet research
dc.subjectInstructional videos
dc.subjectTechnology resources
dc.subjectTechnology support
dc.subjectTechnophobia
dc.titleExploring grade 11-12 teachers’ use of instructional videos in natural science subjects at Ponhofi Secondary School
dc.typeArticle
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