Browsing by Author "Negumbo, Theopolina Anna Ndahekelekwa"

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    An investigation into underperformance in Social Studies grade 5-7 in selected Namibian primary schools: A case study
    (Stellenbosch : Stellenbosch University, 2016-12) Negumbo, Theopolina Anna Ndahekelekwa; Carl, A. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies
    ENGLISH ABSTRACT : The study, situated in the context of Namibia, describes the results of research undertaken with regard to the underperformance of Grade 5 to 7 learners in Social Studies. The initial results of an analysis of the results in Social Studies between 2008 and 2014 in three selected schools in the Karas Region, Namibia, indicated severe underperformance. The researcher, as part of the case study, identified three schools in an effort to determine the possible causes of learners’ underperformance in Social Studies in these selected schools. The study posed the following research question: What are the possible causes of underperformance of learners in Social Studies in Grade 5 to 7 at primary schools in Namibia? A qualitative case study research design, guided by an interpretive research paradigm, was employed to answer the research question and achieve the aims and objectives of the study. Data were collected from biographical and semi-structured interviews, lesson observations and analysis of appropriate documents. The purpose of using different methods in this study was to ensure that through triangulation, validity and reliability could be obtained. The data collected were analysed through thematic analysis. Findings from the data indicated a number of possible causes for the underperformance of learners, namely lack of trained teachers, insufficient teaching approaches, unconducive physical teaching contexts, lack of teaching and learning materials and lack of optimal parental involvement in their children’s education due to work situations. The majority of the participants argued that English as the medium of instruction in Namibian schools is one of the barriers for learners learning Social Studies as well as other subjects. However, the participants confirmed that learners’ lack of English proficiency is due to the language backgrounds of the learners. Recommendations are made to address these problems.
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    An investigation of teachers’ experiences in relation to junior secondary school (JSS) social science curriculum in the Kharas Region, Namibia
    (Stellenbosch : Stellenbosch University, 2018-12) Negumbo, Theopolina Anna Ndahekelekwa; Le Grange, Lesley; Stellenbosch University. Faculty of Education. Curriculum Studies.
    ENGLISH SUMMARY : This phenomenological study explored social science teachers' experiences of the implementation of the Junior Secondary School (JSS) curriculum in the Kharas region of Namibia. The research design was qualitative and descriptive in nature. A qualitative phenomenological research design, guided by an interpretive research paradigm, was employed to answer the research question and to achieve the aims and objectives of the study. The main question was: How do social science teachers experience the implementation of the Junior Secondary School (JSS) social science curriculum in the Kharas region, Namibia? To answer the main question and sub-questions accurately, the researcher purposely selected eight participants to investigate the lived experiences of teachers in a particular setting. The participants were selected based on their experiences and knowledge of the phenomenon. The phenomenology methodology was guided by the ideas of Edmund Husserl and Martin Heidegger. The main aim in choosing this methodology was to search for the subjective truth of the participants' daily realities and not merely facts, as is done in positivist studies research. Hermeneutics was another approach employed so that the researcher could understand each participant's individual experiences With reference to their narrative. The researcher aimed to discover meaning within the lived experiences as described by the participants. To investigate teachers' experience, the researcher conducted the study using three in-depth semi-structured phenomenological interviews, together with field notes and narratives. The semi-structured interview format was based on Seidman's three series: focused in life history, the details of experience, and reflection on the meaning. The first interview aimed to explore the meanings of the participants' experiences in the context of their personal experience, including their educational lives. The second interview concentrated on the concrete details of their current experiences of the phenomenon. It focused mainly on their practices as In-service social science teachers. The final interview required that they look at their present experience in detail and within the context in which it occurred. Its aim was to encourage the participants to reflect on the meaning that their experience holds for them. Data covered the participants' lived experiences, challenges experienced as social science teachers at JSS, as well as the way they coped with the situation in which they teach, and their teaching and learning strategies. At the time that this study was conducted, the JSS curriculum was the current curriculum that was being revised in 2016 for implementation. The social science teachers' awareness of the new JSS curriculum when it was being implemented was explored. The participants shared their experiences of the implementation of the new JSS curriculum. The findings reveal that the participants did experience various challenges in implementing the JSS curriculum: for example, lack of teaching and learning materials, lack of training, and insufficient time to complete the syllabus. Despite all the challenges and concerns, most of them showed an interest in remaining in the teaching profession. Based on the findings, educational recommendations are made. The study underscores the successes and challenges experienced by social science teachers during the new curriculum implementation. The findings of the study have implications for teachers, education officials, policy-makers, pre-service and in-service education providers.