2026-09-25T22:50:46Zhttps://repository.unam.edu.na/server/oai/request

oai:repository.unam.edu.na:11070/41642025-10-04T22:01:07Zcom_11070_3503com_11070_3316com_11070_3306col_11070_150

Kazondovi, C. Eliaser, Martha 2025-10-02T14:07:21Z 2025-10-02T14:07:21Z 2025 http://hdl.handle.net/11070/4164 A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Educational Technology) The implementation of E-learning has become increasingly relevant, especially during the COVID-19 pandemic. The sudden shift to online education during the pandemic highlighted the need to understand the dynamics of E-learning. E-learning is a mode of learning that takes place electronically, often via the Internet. It requires learners to use electronic devices such as computers, tablets and cell phones. This research aimed to comprehend the factors affecting the implementation of E-learning in Computer Science, at the selected secondary schools in the Khomas Region, where Computer Science is taught in Grade 8. The study investigates the factors and challenges that learners and teachers faced during the COVID-19 pandemic and the teacher’s self-efficacy regarding their ICT skills. An explanatory sequential mixed method was used for this study. The study population consisted of all the computer study teachers and Grade 8 learners at the six selected schools, with a sample of 12 teachers and 90 learners. Random sampling was used to select the quantitative phase, and purposive sampling was used for the qualitative phase. In addition, self-administered questionnaires were used to collect quantitative data and semi-structured interviews were conducted to gather qualitative data. The data were analysed using SPSS and thematic analysis for qualitative data. According to the learners and teachers, the key benefits were convenience of time and place, a greater degree of trust in adopting E-learning as a teaching and learning instrument, and ease of contact between teachers and learners. However, similarly, learners and teachers complained about challenges such as limited computer and Internet access, a lack of technical support, and a lack of enthusiasm to use the E-learning platform. The results indicated that a lack of E-learning training for teachers and learners, poor awareness programs, and inadequate infrastructure contributed to the failure of E-learning implementation in schools. The study recommends that the Ministry of Education introduce mandatory E-learning courses into the curriculum for all learners, particularly those in primary schools, to prepare the learners well for E-learning and increase their accessibility to it. Once E-learning is introduced in schools, stakeholders in the field of education must ensure that the necessary resources, such as stable Internet, computers, and trained teachers, are accessible for successful E-learning en University of Namibia Computer E-learning Implementation Learners Performance Teachers WhatsApp Zoom Namibia University of Namibia Factors affecting the implementation of E-learning teaching in grade 8 computer science: A case study of six selected schools in the Khomas region, Namibia Thesisopen.access