Exploring and expanding teachers’ gender and culturally responsive practices when mediating learning of chemistry in rural schools in Namibia
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Discrimination in education Namibia , Gender and education , Culturally relevant pedagogy Namibia , Cultural-historical activity theory , Expansive learning , Group work in education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Discrimination in education Namibia , Gender and education , Culturally relevant pedagogy Namibia , Cultural-historical activity theory , Expansive learning , Group work in education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
Technological Pedagogical Content Knowledge (TPACK): investigating senior primary mathematics teachers’ integration of technology in the classroom in Okahao educational circuit
- Shikesho, Hilya Ndahambelela
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Technological Pedagogical Content Knowledge , Cultural-historical activity theory , Educational technology , Mathematics Study and teaching (Primary) Namibia Okahao , Mediated learning experience , Social interaction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423913 , vital:72104
- Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Technological Pedagogical Content Knowledge , Cultural-historical activity theory , Educational technology , Mathematics Study and teaching (Primary) Namibia Okahao , Mediated learning experience , Social interaction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423913 , vital:72104
- Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Exploring the interplay between foundation phase learners’ home and school literacy practices
- Authors: Magxala, Xoliswa Patience
- Date: 2023-10-13
- Subjects: Literacy Social aspects South Africa Eastern Cape , Cultural-historical activity theory , Ethnography , Reading Parent participation , Education, Elementary South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431587 , vital:72788 , DOI 10.21504/10962/431587
- Description: The thesis looked at Foundation Phase children’s early home literacy practices and examined how these literacy practices are adopted at school in Libode, Eastern Cape Province, South Africa, a rural area. The purpose of the study was to determine how early literacy practices at home are adopted in classrooms. The study aimed to determine the relationship between home and school literacy. To understand the literacy practices used at home and school by four Foundation Phase children and four Foundation Phase teachers, an interpretive ethnographic study design was used. Participants who spoke isiXhosa as their first language participated in data collection using structured observations, video and audio recordings, field notes, and unstructured interviews. The study’s framework, the Cultural Historical Activity Theory, was used as a tool to collect, examine, and interpret data through its various components. Themes were identified, arranged, and categorized. The findings revealed children from low socioeconomic backgrounds have rich literacy practices. Teachers do not acknowledge or recognize the contributions that these children’s cultural backgrounds make. The study recommends that schools start acknowledging the advantages that children’s environments have for them. It also suggests that teachers build on the knowledge that children bring from home, as this will have an impact on how they behave in class because students bring their family’s literacy habits, which serve as the foundation for their academic literacy habits, to school. , Thesis (PhD) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Magxala, Xoliswa Patience
- Date: 2023-10-13
- Subjects: Literacy Social aspects South Africa Eastern Cape , Cultural-historical activity theory , Ethnography , Reading Parent participation , Education, Elementary South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431587 , vital:72788 , DOI 10.21504/10962/431587
- Description: The thesis looked at Foundation Phase children’s early home literacy practices and examined how these literacy practices are adopted at school in Libode, Eastern Cape Province, South Africa, a rural area. The purpose of the study was to determine how early literacy practices at home are adopted in classrooms. The study aimed to determine the relationship between home and school literacy. To understand the literacy practices used at home and school by four Foundation Phase children and four Foundation Phase teachers, an interpretive ethnographic study design was used. Participants who spoke isiXhosa as their first language participated in data collection using structured observations, video and audio recordings, field notes, and unstructured interviews. The study’s framework, the Cultural Historical Activity Theory, was used as a tool to collect, examine, and interpret data through its various components. Themes were identified, arranged, and categorized. The findings revealed children from low socioeconomic backgrounds have rich literacy practices. Teachers do not acknowledge or recognize the contributions that these children’s cultural backgrounds make. The study recommends that schools start acknowledging the advantages that children’s environments have for them. It also suggests that teachers build on the knowledge that children bring from home, as this will have an impact on how they behave in class because students bring their family’s literacy habits, which serve as the foundation for their academic literacy habits, to school. , Thesis (PhD) -- Faculty of Education, Institute for the Study of Englishes in Africa, 2023
- Full Text:
- Date Issued: 2023-10-13
Field facilitation in open and distance learning in resource-constrained environments: a case of Mzuzu University, Malawi
- Authors: Kalima, Robert Chagwamtsoka
- Date: 2023-10-13
- Subjects: Distance education Malawi , Mathematics teachers Training of , Science teachers Training of , Tutors and tutoring , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431554 , vital:72785 , DOI 10.21504/10962/431554
- Description: As part of the drive to enhance students’ learning experiences and success for students pursuing the B.Ed Science programme through distance education at Mzuzu University (Mzuni), the Open and Distance Learning (ODL) Steering Committee of Mzuni introduced the field facilitation strategy in 2014 to provide additional academic support to such students off campus. There have been questions, though, regarding the effectiveness of this strategy in terms of enhancement of student learning and success. This study, therefore, sought to examine the current field facilitation strategy in the B.Ed Science programme under the ODL mode of delivery, with a view to proposing improvements that would be made to the field facilitation strategy so that it enables enhanced learning and success in Science and Mathematics at Mzuni. Efforts to improve the current field facilitation strategy have been informed by an empirically based understanding of the shortfalls and strengths of the existing field facilitation strategy for ODL students in the B.Ed Science programme. To enhance students’ learning and success for ODL students in resource-constrained contexts such as Mzuni and similar contexts, the study adopted a qualitative case study design guided by tools from the second generation of the Cultural Historical Activity Theory. Qualitative data was obtained in two phases, a contextual profiling phase and a modified Change Laboratory Workshop phase. The modified Change Laboratory Workshops were conducted through the social media application ‘WhatsApp’ rather than in person as is usually done. Qualitative data in the contextual profiling phase was obtained from three categories of participants, namely, Science and Mathematics lecturers, Science and Mathematics field facilitators, and Science and Mathematics students. The contextual profiling phase included surveys, focus group interviews, individual interviews with lecturers at Mzuni and the field facilitators from the five satellite learning centres of Mzuni, and document analysis. The contextual profiling data acted as the mirror data for the next phase of data generation (Change Laboratory Workshop phase). The findings indicated that the support currently rendered by field facilitators to ODL Science and Mathematics students was inadequate and consisted of a shallow mode of instruction focusing on v traditional ways of teaching and learning. This meant that the field facilitators focused on lecturing as a pedagogical strategy for supporting the learning of Science and Mathematics. This was largely because the support offered to field facilitators by Mzuni was inadequate and did not empower them to generate their own strategies of conducting field facilitation innovatively and creatively, which would in turn empower the students to engage actively and reflectively in their own learning activities. This was due to structural, historical and cultural tensions that existed in the larger system (the university system). The implementation of the field facilitation strategy was challenged by such conflicts in the university structure which manifested themselves in the smaller activity system (the field facilitation activity system) which is the focus of this study. Thematically, such conflicts included students’ attributes, institutional policies, institutional pedagogy and the material and digital divide which Mzuni has not harnessed to support field facilitation. The study further established that institutional sensitivity to the conflicts raised above would result in an improved field facilitation strategy as the conflicts at the higher level (university level) have an impact on what happens in the smaller systems, for example the ODL in general and the field facilitation activity system in particular. The improved field facilitation strategy was supposed to recognise ODL students as students in transit from the traditional face-to-face learning context to the novel ODL learning context. As such, the transitional period of study from secondary school to university, particularly to year one, required an intensive field facilitation support strategy, and thus greater institutional support for both field facilitators and students for enhanced learning experiences and success that would eventually result in improved students’ retention and throughput. The findings of this study will therefore inform all those involved in ODL, particularly those in resource-constrained contexts, to be conscious when implementing ODL innovations. Serious consideration of the contexts in which the innovations are to be implemented is critical. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Kalima, Robert Chagwamtsoka
- Date: 2023-10-13
- Subjects: Distance education Malawi , Mathematics teachers Training of , Science teachers Training of , Tutors and tutoring , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431554 , vital:72785 , DOI 10.21504/10962/431554
- Description: As part of the drive to enhance students’ learning experiences and success for students pursuing the B.Ed Science programme through distance education at Mzuzu University (Mzuni), the Open and Distance Learning (ODL) Steering Committee of Mzuni introduced the field facilitation strategy in 2014 to provide additional academic support to such students off campus. There have been questions, though, regarding the effectiveness of this strategy in terms of enhancement of student learning and success. This study, therefore, sought to examine the current field facilitation strategy in the B.Ed Science programme under the ODL mode of delivery, with a view to proposing improvements that would be made to the field facilitation strategy so that it enables enhanced learning and success in Science and Mathematics at Mzuni. Efforts to improve the current field facilitation strategy have been informed by an empirically based understanding of the shortfalls and strengths of the existing field facilitation strategy for ODL students in the B.Ed Science programme. To enhance students’ learning and success for ODL students in resource-constrained contexts such as Mzuni and similar contexts, the study adopted a qualitative case study design guided by tools from the second generation of the Cultural Historical Activity Theory. Qualitative data was obtained in two phases, a contextual profiling phase and a modified Change Laboratory Workshop phase. The modified Change Laboratory Workshops were conducted through the social media application ‘WhatsApp’ rather than in person as is usually done. Qualitative data in the contextual profiling phase was obtained from three categories of participants, namely, Science and Mathematics lecturers, Science and Mathematics field facilitators, and Science and Mathematics students. The contextual profiling phase included surveys, focus group interviews, individual interviews with lecturers at Mzuni and the field facilitators from the five satellite learning centres of Mzuni, and document analysis. The contextual profiling data acted as the mirror data for the next phase of data generation (Change Laboratory Workshop phase). The findings indicated that the support currently rendered by field facilitators to ODL Science and Mathematics students was inadequate and consisted of a shallow mode of instruction focusing on v traditional ways of teaching and learning. This meant that the field facilitators focused on lecturing as a pedagogical strategy for supporting the learning of Science and Mathematics. This was largely because the support offered to field facilitators by Mzuni was inadequate and did not empower them to generate their own strategies of conducting field facilitation innovatively and creatively, which would in turn empower the students to engage actively and reflectively in their own learning activities. This was due to structural, historical and cultural tensions that existed in the larger system (the university system). The implementation of the field facilitation strategy was challenged by such conflicts in the university structure which manifested themselves in the smaller activity system (the field facilitation activity system) which is the focus of this study. Thematically, such conflicts included students’ attributes, institutional policies, institutional pedagogy and the material and digital divide which Mzuni has not harnessed to support field facilitation. The study further established that institutional sensitivity to the conflicts raised above would result in an improved field facilitation strategy as the conflicts at the higher level (university level) have an impact on what happens in the smaller systems, for example the ODL in general and the field facilitation activity system in particular. The improved field facilitation strategy was supposed to recognise ODL students as students in transit from the traditional face-to-face learning context to the novel ODL learning context. As such, the transitional period of study from secondary school to university, particularly to year one, required an intensive field facilitation support strategy, and thus greater institutional support for both field facilitators and students for enhanced learning experiences and success that would eventually result in improved students’ retention and throughput. The findings of this study will therefore inform all those involved in ODL, particularly those in resource-constrained contexts, to be conscious when implementing ODL innovations. Serious consideration of the contexts in which the innovations are to be implemented is critical. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Date Issued: 2023-10-13
Gamification technology in teaching: Exploring how mathematics teachers make use of Kahoot! Gamification to facilitate learning of probability in classrooms
- Authors: Mbete, Ayanda
- Date: 2022-10-14
- Subjects: Gamification , Kahoot! , Mathematics Study and teaching (Elementary) South Africa Eastern Cape , Probabilities , Educational technology , Rural schools South Africa Eastern Cape , Technological Pedagogical Content Knowledge , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405311 , vital:70160
- Description: This study seeks to examine the use of Kahoot! as a gamification technology in practice with Grade six teachers to explore its use in supporting the learning of Probability in Mathematics in rural primary schools. Purposive sampling was adopted wherein nine Grade six mathematics teachers from four rural primary schools in Amathole East district were selected as participants of the study. In addition, to inform this qualitative case study, an interpretive paradigm was adopted. Data was collected using semi-questionnaires, semi-structured interviews, non-participant observations, workshop discussions and reflective journals. The TPACK by Mishra & Koehler (2009) and Vygotsky’s (1978) socio-cultural theory were employed as the lenses through which all the proceedings of the study were based. The key findings indicate that integrating Kahoot! gamification technology, in the ‘Probability’ lesson, has positive consequences such as bringing fun into the classroom, enhancing learner participation, prompt feedback and offering a learner-driven approach to learning as opposed to the conventional teaching strategies. The findings also revealed that enabling and constraining factors are associated with using Kahoot! in teaching: the ICT infrastructure, teachers’ competency levels and the environment in which teaching and learning occurs. This study concluded that the use of Kahoot enhances the learning of probability in rural under-resourced primary schools. This study recommended the integration of Kahoot gamification into the mathematics curriculum. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Mbete, Ayanda
- Date: 2022-10-14
- Subjects: Gamification , Kahoot! , Mathematics Study and teaching (Elementary) South Africa Eastern Cape , Probabilities , Educational technology , Rural schools South Africa Eastern Cape , Technological Pedagogical Content Knowledge , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405311 , vital:70160
- Description: This study seeks to examine the use of Kahoot! as a gamification technology in practice with Grade six teachers to explore its use in supporting the learning of Probability in Mathematics in rural primary schools. Purposive sampling was adopted wherein nine Grade six mathematics teachers from four rural primary schools in Amathole East district were selected as participants of the study. In addition, to inform this qualitative case study, an interpretive paradigm was adopted. Data was collected using semi-questionnaires, semi-structured interviews, non-participant observations, workshop discussions and reflective journals. The TPACK by Mishra & Koehler (2009) and Vygotsky’s (1978) socio-cultural theory were employed as the lenses through which all the proceedings of the study were based. The key findings indicate that integrating Kahoot! gamification technology, in the ‘Probability’ lesson, has positive consequences such as bringing fun into the classroom, enhancing learner participation, prompt feedback and offering a learner-driven approach to learning as opposed to the conventional teaching strategies. The findings also revealed that enabling and constraining factors are associated with using Kahoot! in teaching: the ICT infrastructure, teachers’ competency levels and the environment in which teaching and learning occurs. This study concluded that the use of Kahoot enhances the learning of probability in rural under-resourced primary schools. This study recommended the integration of Kahoot gamification into the mathematics curriculum. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
The development of teachers’ pedagogical content knowledge (PCK) in the mediation of chemical equilibrium: A formative interventionist study
- Authors: Manamike, Tasara
- Date: 2022-10-14
- Subjects: Chemical equilibrium , Chemistry Study and teaching (Secondary) Nambia , Expansive learning , Career development Nambia , Professional learning communities Nambia , Pedagogical content knowledge , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405300 , vital:70159
- Description: Persistent student errors in understanding chemical equilibrium as shown by poor student achievement in national examinations reflect student difficulties in learning and deficiencies in teaching methodologies. Studies which have been conducted in Namibia have explored the teaching of chemical equilibrium and revealed that teachers seem not to have adequate pedagogical content knowledge (PCK) for mediating chemical equilibrium and therefore there is a need for continuing professional development (CPD). However, it seems the CPD facilitators also find this topic difficult and are unsure of which methods are really effective owing to the disagreements among teachers and researchers. In addition, current CPD practices ostensibly fail to address the teachers’ needs because the facilitators have their own commitments and accountabilities and may ignore teachers’ contexts. It is against this backdrop that I conducted this formative interventionist study to improve teachers’ PCK for mediating chemical equilibrium through expansive learning (learning something that does not yet exist). A blend of the interpretivist and critical paradigm underpinned this study, which assumed a transactional epistemology. The qualitative case study research design was used to gather in-depth information about the multiple realities of the participants, bearing in mind that teaching is idiosyncratic, and the teaching approaches or strategies employed heavily depend on the contexts. Accordingly, the cultural historical activity theory was used to guide the teachers’ activities during the intervention for generating the data which were analysed using the topic-specific pedagogical content knowledge. The study revealed that the participants faced challenges in their teaching, namely: (i) students’ difficulties with comprehension and (ii) teachers’ instructional problems or deficiencies in instructional skills. The findings also revealed that the intervention enabled the participants to collectively transform their practices and therefore address the major challenges in their practices, that is, they expansively learnt how to effectively teach chemical equilibrium. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Manamike, Tasara
- Date: 2022-10-14
- Subjects: Chemical equilibrium , Chemistry Study and teaching (Secondary) Nambia , Expansive learning , Career development Nambia , Professional learning communities Nambia , Pedagogical content knowledge , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405300 , vital:70159
- Description: Persistent student errors in understanding chemical equilibrium as shown by poor student achievement in national examinations reflect student difficulties in learning and deficiencies in teaching methodologies. Studies which have been conducted in Namibia have explored the teaching of chemical equilibrium and revealed that teachers seem not to have adequate pedagogical content knowledge (PCK) for mediating chemical equilibrium and therefore there is a need for continuing professional development (CPD). However, it seems the CPD facilitators also find this topic difficult and are unsure of which methods are really effective owing to the disagreements among teachers and researchers. In addition, current CPD practices ostensibly fail to address the teachers’ needs because the facilitators have their own commitments and accountabilities and may ignore teachers’ contexts. It is against this backdrop that I conducted this formative interventionist study to improve teachers’ PCK for mediating chemical equilibrium through expansive learning (learning something that does not yet exist). A blend of the interpretivist and critical paradigm underpinned this study, which assumed a transactional epistemology. The qualitative case study research design was used to gather in-depth information about the multiple realities of the participants, bearing in mind that teaching is idiosyncratic, and the teaching approaches or strategies employed heavily depend on the contexts. Accordingly, the cultural historical activity theory was used to guide the teachers’ activities during the intervention for generating the data which were analysed using the topic-specific pedagogical content knowledge. The study revealed that the participants faced challenges in their teaching, namely: (i) students’ difficulties with comprehension and (ii) teachers’ instructional problems or deficiencies in instructional skills. The findings also revealed that the intervention enabled the participants to collectively transform their practices and therefore address the major challenges in their practices, that is, they expansively learnt how to effectively teach chemical equilibrium. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
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