2026-09-23T08:51:08Zhttps://repository.unam.edu.na/server/oai/requestoai:repository.unam.edu.na:11070/42592026-06-27T22:01:09Zcom_11070_3503com_11070_3316com_11070_3306col_11070_150
Haimbodi, Frans Ndemupondaka
Shilamba, Klaudia N.
2026-06-23T09:54:11Z
2026-06-23T09:54:11Z
2025
http://hdl.handle.net/11070/4259
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education
In Namibia, Mathematics education faces persistent challenges, particularly in learners'
grasp of Algebraic Expressions, as evidenced by consistent underperformance in national
examinations. This study investigated the potential of Activity-Based Instruction (ABI) to
enhance Grade 11 learners' proficiency in Algebraic Expressions, aiming to address these
mathematical deficits. This research employed a mixed-methods approach to examine the
impact of ABI. Qualitative insights were gathered from Mathematics teachers in the
Onankali Circuit regarding their perceptions and experiences with ABI in teaching
Mathematics. Concurrently, a quasi-experimental design with non-equivalent pretest
posttest was utilised. Two Grade 11 classes, one from each of the two selected schools, in
the Onankali Circuit, totalling 80 learners, participated in the study. The experimental
group underwent ABI sessions, focusing on hands-on activities and interactive learning
approaches, while traditional methods of instruction were utilised to teach the control
group. The two groups were assessed via pre-tests and post-tests on Algebraic Expressions
to gauge their performance improvements following the interventions. Statistical analysis
revealed a substantial increase in the mean post-test score for the experimental group
(31.55) in comparison to the mean post-test score for the control group (19.05). The results
indicated that a statistically significant difference exists in the mean post-test score for the
experimental group and the mean post-test score for the control group, at the significant
level of 𝛼 = 0.05. This disparity highlights the effectiveness of ABI in enhancing learners'
understanding and application of algebraic concepts. Mathematics teachers reported
positive perceptions of ABI, noting increased student engagement and improved learning
outcomes. However, challenges such as time constraints, limited resources, and technical
difficulties were identified as barriers to optimal ABI implementation. These results could
inform Ministry of Education to emphasise alternative teaching approaches in
Mathematics education. The study recommends that mathematics teachers should be
encouraged to employ ABI when teaching Algebraic Expressions, which can be facilitated
by providing comprehensive training for Mathematics teachers on designing hands-on
activities and implementing ABI in teaching Algebraic Expressions; and that the Ministry
of Education, Arts and Culture should design a Continuous Assessment form for
Mathematics Grades 10 -11, so that learners are assessed in every topic
en
University of Namibia
Activity-Based Instruction (ABI)
Algebraic expressions
Grade 11 Learners
Learners’ performance
Learners’ engagement
Namibia
University of Namibia
The impact of activity-based instruction on Grade 11 learners’ performance in algebraic expressions: A case of Onankali Circuit, Oshikoto region
Thesisopen.access