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oai:repository.unam.edu.na:11070/40062025-06-07T22:01:08Zcom_11070_3503com_11070_3316com_11070_3306col_11070_150

Edwards-Jauch Lucy Amutenya, Amunime Leonard 2025-06-06T14:15:23Z 2025-06-06T14:15:23Z 2022 http://hdl.handle.net/11070/4006 A research thesis submitted in partial fulfilment of the requirements for the degree of Masters of Education (Education Technology) The purpose of the study was to explore whether Facebook has the potential to support teaming and mastery of Physical Science to improve learners' academic performance on the topic of stoichiometry at Grade 12 level in selected schools in the Oshikoto Region. The hypothesis of this study was: Ho: There is no significant difference in the learner's academic performance in NSSCO Physical Science on the topic of stoichiometry when Facebook is used as a learning support tool. HJ: There is a significant difference in the learner's academic performance in NSSCO Physical Science on the topic of stoichiometry when Facebook is used as a learning support tool. The study used a quantitative approach with a quasi-experimental design, constituted of a Non- Equivalent-Groups Pre-test, Intervention and Post-test. The sample consisting of 38 participants were selected using stratified random sampling method in order to ensure that not all students of the same academic ability are in the same group. Both the control and experimental group consisted of 19 participants in each group. During the intervention, the control group participants were supported in a traditional way of teaching. They received notes, handouts, exercises and homework. While for the experimental group, in addition to the traditional way of teaching, had access to multimedia and interaction through Facebook. After the intervention the mean score of the experimental group highly increased exceeding the mean score of the control group. The calculated statistical value (t-value = 4.5802363101) at a= 0.05 with a degree of freedom of36 is greater than the critical statistical value (t - critical =2.750). Therefore, there exists a significant difference between the control and experimental score marks when Facebook was used as a learning support tools. These reject the null hypothesis and accept the alternative hypothesis. This study shows that teachers can no longer avoid using relevant social media technologies. Therefore, the study put forward a case that there is a need to develop models and strategies to guide all educational stakeholders on how Social Media Networks can be effectively used as learning environments. en University of Namibia Facebook Academic performance Grade 12 level Physical science Learning support tool Oshikoto Region University of Namibia Namibia Facebook as a learning support tool for physical science grade 12 learners in selected school in the Oshikoto Region, Namibia Thesisopen.access