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Naxweka, Johanna, and Di Wilmot. "Namibian teachers’ perceptions and practices of teaching mapwork." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 1–14. http://dx.doi.org/10.46622/jogea.v2i1.2479.
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This article addresses the problem of consistently poor learner performance in mapwork in secondary school geography in Namibia from the perspective of teachers. It presents the findings of a qualitative case study focused on understanding geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty teachers in fifteen secondary schools in the Ohangwena Region of Northern Namibia, and interviews and classroom observations were done with a purposive sample of three teachers. The study draws on Shulman’s ideas of teachers’ pedagogical content knowledge (1986, 1987) to interpret what the three teachers say about the teaching of mapwork and how they teach it. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. Their classroom practices focus on teaching discrete map skills and procedural knowledge with little if any, attention given to spatial conceptual understanding and application of knowledge to solve problems. The study provides insights that may be of value to teachers, teacher educators and Senior Education Officers in Namibia and other southern African contexts when addressing the problem of low learning outcomes in mapwork.
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Kambeyo, Linus, and Lukas Homateni Julius. "Investigating the Motivating Factors That Influenced the University of Namibia First Year Undergraduate Student Teachers to Choose Teaching as Career: A Case Study." Journal of Studies in Education 10, no. 3 (July 21, 2020): 97. http://dx.doi.org/10.5296/jse.v10i3.17250.
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This study investigates factors that motivated the first year undergraduate student teachers for choosing teaching as a career and also explores their perceptions about the teaching profession in Namibia. The study consists of 80 First year student teachers, 40 from Hifikepunye Pohamba campus, and 40 from Khomasdal campus. Quantitative approach was used to identify some of the factors that motivated students to choose teaching as a career. Factor Influencing Teaching choices scale (FIT scale: Watt & Richardson, 2007) was used to investigate the student teachers’ motivation and perception of teaching as a career. Analysis of the data reveals that most of the participants value making social contribution and shaping children’s future. Moreover, factors such as university admission requirements, gender, stereotype of different grade level specialization, finance and the general socio-cultural image of teaching as a career in Namibia, among others, shaped the participants’ motivations and perceptions.
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Wilfred Chanakira, Tonderayi. "The teaching of information communication in Namibian schools." Information and Learning Science 119, no. 7/8 (July 9, 2018): 389–402. http://dx.doi.org/10.1108/ils-03-2018-0022.
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Purpose The study is a survey covering the Ohangwena, Khomas and Otjozondjupa regions highlighting developments in the teaching of information literacy in Namibian schools through the subject Basic Information Science (BIS). This paper aims to provide an update on previous related studies which have been conducted in Namibia led by Nengomasha et al. (2012), Namibia Library Council (NLIC) Report (2007) and Smith et al.’s Baseline Study (2008). Design/methodology/approach The main objective of this study is to find reasons for non-compliance in the effective teaching of BIS in Namibian schools focus sing on the three regions. The data collection methods were questionnaires and focus group discussions. Findings A major finding from the study is that 80 per cent school principals are supporting the teaching of the subject BIS in the Ohangwena region, while 20 per cent are non-compliant in the teaching of BIS. The compliance levels in the Otjozondjupa region is that 75 per cent school principals support the teaching of BIS whilst 25 per cent school principals are non-compliant. In total, 60 teachers were randomly sampled in the Otjozondjupa region, while 75 school principals out of a population of 157 were also randomly sampled in the Ohangwena region. In the Khomas (100) region, 52 school principals were randomly sampled out of a population of a 108. The study recommends that it is critical for school principals in Namibia to fully support the development of young learners to be critical thinkers for lifelong learning challenges through the teaching of information literacy. Originality/value This study is original.
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NYAMBE, MOLLA MARITHA, RENATE HANS, MERVYN BEUKES, JANE MORRIS, and MARTHA KANDAWA-SCHULZ. "Phytochemical and antibacterial analysis of indigenous chewing sticks, Diospyros lyciodes and Euclea divinorum of Namibia." Biofarmasi Journal of Natural Product Biochemistry 16, no. 1 (February 1, 2018): 29–43. http://dx.doi.org/10.13057/biofar/f160104.
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Nyambe MM. 2018. Phytochemical and antibacterial analysis of indigenous chewing sticks, Diospyros lyciodes and Euclea divinorum of Namibia. Biofarmasi 16: 29-43. The purpose of this study was to ascertain the phytochemical and antibacterial properties of Diospyros lycioides and Euclea divinorum and correlate the results obtained to their ethnomedicinal uses as chewing sticks. Fractions of powdered leaves, twigs, and roots were obtained from crude extracts using vacuum liquid chromatography with solvents of increasing polarity. Antimicrobial activities of the crude extracts and fractions were assessed using the agar overlay, disc diffusion, and agar dilution methods against the oral pathogens, Streptococcus mutans and Streptococcus sanguinis. In addition, the effect of fractions on the attachment of oral pathogens to tooth surface were also analyzed using saliva-coated hydroxyapatite beads (S-HA) as a model. Phytochemical screen tests revealed the presence of the following secondary metabolites in the twigs and roots of both plants: anthraquinones, cardenolides, saponins, tannins, polyphenols, and terpenoids. Alkaloids were detected only in the roots of both plants. Root fractions from both plants displayed higher antibacterial activity than twig fractions. This supports the preference of roots over twigs by stick users. D. lycioides root fraction displayed minimum inhibitory concentrations (MICs) of 0.625 mg/mL and 1.25 mg/mL against S. sanguinis and S. mutans, respectively. E. divinorum root fraction showed MICs of 1.25 mg/mL and 2.5 mg/mL against the aforementioned organisms. Adherence of the bacteria to S-HA was reduced more by root fractions from D. lycioides while twig fractions from both plants also showed significant anti-adhesive properties. Since fractions from both plants inhibited the growth of bacteria and reduced attachment to S-HA, it is an indication that these plants are potential sources of antibacterial and anti-adhesive agents and their use should be encouraged. The anti-adhesive activity of extracts from these plants has not yet being reported. Further research on isolation and characterization of the active compounds from fractions that showed antibacterial and anti-adhesive activity is recommended.
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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (August 27, 2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.
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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.
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Wong, Tak Wah, and Yiu Chi Lai. "Roles of Teachers in Learning Study: A Case Study in Teaching Fractions." Research in Mathematical Education 17, no. 1 (March 31, 2013): 47–61. http://dx.doi.org/10.7468/jksmed.2013.17.1.047.
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Nambira, Geoffrey. "Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia." International Journal of Innovation and Economic Development 2, no. 4 (2015): 35–47. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.24.2004.
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The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.
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Ndjangala, M. N. N., J. Abah, and P. Mashebe. "Teachers’ views on challenges affecting learners’ performance in natural science." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 48. http://dx.doi.org/10.11591/ijere.v10i1.20732.
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In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.
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Bright, George W., Merlyn J. Behr, Thomas R. Post, and Ipke Wachsmuth. "Identifying Fractions on Number Lines." Journal for Research in Mathematics Education 19, no. 3 (May 1988): 215–32. http://dx.doi.org/10.5951/jresematheduc.19.3.0215.
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This study investigated the ways students represented fractions on number lines and the effects of instruction on those representations. Two clinical teaching experiments and one large-group teaching experiment were conducted with fourth and fifth graders (N = 5, 8, and 30) The instruction primarily concerned representing fractions and ordering fractions on number lines. Tests and videotaped interviews indicated that unpartitioning, in particular, is difficult for students, although the instruction seemed to help. Associating symbols with representations also seems difficult and may depend on an understanding of the unpartitioning process.
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Chao-Fernández, Rocío, Dorinda Mato-Vázquez, and Aurelio Chao-Fernández. "Fractions and Pythagorean Tuning—An Interdisciplinary Study in Secondary Education." Mathematics 7, no. 12 (December 12, 2019): 1227. http://dx.doi.org/10.3390/math7121227.
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Formal education is experiencing a series of reforms that favor the integration of the contents of different areas in the teaching and learning of the different educational stages. The present study examined the use of an interdisciplinary music and mathematics experience in Secondary Education in Galicia (Spain) in the 2016/17 academic year. A descriptive–exploratory design was used, through a Likert questionnaire applied to 197 students with a diagnostic test and a reference test, and a study of multiple cases was carried out in which information was collected through classroom observations. The results show improvements in the understanding of mathematical and musical concepts, and attitudes and procedures so we can argue that the use of interdisciplinary activities have favored the development of teaching–learning opportunities in mathematical and musical training.
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Sichombe, Beatrice Sinyama. "Curricula in Teacher Education for Diversity in the University of Namibia." African Journal of Teacher Education 7, no. 2 (June 1, 2018): 91–121. http://dx.doi.org/10.21083/ajote.v7i2.4072.
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Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society. Data collection consisted of documents, and interviews. Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.
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Groff, Patrick. "On My Mind: It Is Time to Question Fraction Teaching." Mathematics Teaching in the Middle School 1, no. 8 (January 1996): 604–7. http://dx.doi.org/10.5951/mtms.1.8.0604.
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As teachers well know, fractions instruction has long been a dominant part of the mathematics curriculum of the middle school. In this respect, the six mathematics textbooks currently adopted for use in California's fifth and sixth grades on the average devote 15 to 17 percent of their pages, respectively, to the study of fractions. One sixth-grade text (Hake and Saxon 1992) dedicates 24 percent of its content to fractions.
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Siyave, Theresia Nerumbu. "Teaching Reading in Rukwangali: How Children Learn to Read---A Case Study." English Linguistics Research 6, no. 2 (June 12, 2017): 50. http://dx.doi.org/10.5430/elr.v6n2p50.
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This paper looks at how children learn to read. It draws on the cognitive constructivist view and the schemata theory which inform the teaching of reading. This is a qualitative case study carried out in an interpretive paradigm as it seeks to understand the meaning people attach to human actions. Participants were selected purposefully and in terms of convenience.The data was collected from four grade three teachers at three schools in Rundu, Kavango Region of Namibia. Qualitative research methods were employed and data was triangulated to enhance validity.The study reveals that teachers use multiple methods that include phonics and syllabification to help struggling learners to decode difficult and long words; look-and-say method for whole word recognition; and thematic approach to expand learner’s vocabulary and enhance their understanding. The study also found that lack of reading books written in Rukwangali and large classrooms constrain the teachers from teaching in a more learner-centred way.
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Anyolo, Eveline O., Sirpa Kärkkäinen, and Tuula Keinonen. "Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 64–81. http://dx.doi.org/10.2478/jtes-2018-0004.
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Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
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Namundjebo, Elizabeth, Jairos Kangira, and Elizabeth Morgan. "The role of drama in teaching English." JULACE: Journal of the University of Namibia Language Centre 3, no. 1 (December 31, 2018): 1–8. http://dx.doi.org/10.32642/julace.v3i1.1371.
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The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as to enhance their communicative skills. Research findings revealed the effectiveness of drama oriented English lessons to the benefits of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings revealed that drama activities aided students develop a community and foster group cohesiveness, which helped in building students’ confidence when speaking English in front of their classmates. Moreover, the study results revealed that motivation is linked to self-confidence as the drama activities accorded students the opportunity to use the target language in real life situations.
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Semente, Efigenia. "STUDENT SATISFACTION AND TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING: THE CASE OF UNIVERSITY EDUCATION IN NAMIBIA." Journal of Education and Practice 1, no. 2 (October 4, 2017): 1. http://dx.doi.org/10.47941/jep.201.
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Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental
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Izsák, Andrew, Erik Jacobson, Zandra de Araujo, and Chandra Hawley Orrill. "Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities." Journal for Research in Mathematics Education 43, no. 4 (July 2012): 391–427. http://dx.doi.org/10.5951/jresematheduc.43.4.0391.
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Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsák, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study investigated the utility of an alternative called the mixture Rasch model that allows for subgroups. The model was applied to middle-grades teachers' performance on pretests and posttests bracketing a 42-hour professional development course focused on drawn models for fraction arithmetic. Results from psychometric modeling and evidence from video-recorded interviews and professional development sessions suggested that there were 2 subgroups of middle-grades teachers, 1 better able to reason with 3-level unit structures and 1 constrained to 2-level unit structures. Some teachers, however, were easier to classify than others.
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February, Pamela J. "Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia." JULACE: Journal of the University of Namibia Language Centre 4, no. 1 (January 1, 2020): 15–28. http://dx.doi.org/10.32642/julace.v4i1.1422.
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A number of international and national assessments show that Namibian children are not reading according to set benchmarks. The teaching and learning of reading can only be as good as the teachers who facilitate the reading acquisition process. Namibian learners are formally taught how to read in Grade 1, and thus this article focuses the perceptions of Grade 1 teachers in Windhoek, Namibia regarding their knowledge and classroom practices in teaching reading and how they support their learners’ reading acquisition. Through a survey to gauge their use of reading practices, 132 teachers were asked about the teaching methods they use, the specific instruction content they use, how they create a literate classroom, how they encourage and support poor readers, and whether and how reading instruction in small groups occurs. Their teacher training was examined, as well as the knowledge that they have regarding certain language and reading components that support reading instruction. Teachers reported that they mostly use a range of methods when teaching reading (83%), while (15%) report using only one method. Of all the reading and language skills that teachers had to select from, 90% included phonological awareness as part of their reading instruction content, more so than the other reading and language skills. Among different strategies used to create a literate environment in the classroom, the majority (82%) use labels and notices to draw children's attention to literacy. To encourage struggling readers to read, teachers indicated they mainly use simple, easy texts so that poor readers can experience success. The results of the study reveal that while most Grade 1 teachers (81%) claim that they have received average to excellent training in teaching reading and demonstrate that they overwhelmingly agree (99%) with good reading practices and beliefs, the results reveal that their actual knowledge of various aspects of reading does not relate to their stated teacher training and reading beliefs. It appears that the overall average for the knowledge section showed that less than 37% of teachers had detailed knowledge of specific aspects of reading such as being able to identify syllables, morphemes, and speech sounds in words as well as demonstrating knowledge of phonics, phonemes, and diphthongs. The article discusses some strategies to alleviate some of the issues highlighted in the results.
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Zhou, Zheng, Stephen T. Peverly, and Tao Xin. "Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers." Contemporary Educational Psychology 31, no. 4 (October 2006): 438–57. http://dx.doi.org/10.1016/j.cedpsych.2006.02.001.
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Huinker, Deann, Steven Leinwand, and Daniel Brahier. "News&views: Principles to Actions: Effective Mathematics Teaching as the Core for Student Learning." Teaching Children Mathematics 20, no. 9 (May 2014): 533–37. http://dx.doi.org/10.5951/teacchilmath.20.9.0533.
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The knowledge of fractions and decimals that children develop in the elementary grades provides an essential foundation for the study of algebra and more advanced mathematics, but most teachers and students consider the topic challenging. Share your approaches to facilitating children's understanding of fractions and decimals. What classroom activities and ideas do you use to help children make sense of fractions and decimals as numbers, benchmarks, measures, quotients, or as operators? The TCM Editorial Panel invites you to share your ideas on developing K–grade 6 students' number sense for fractions and decimals. We are especially interested in manuscripts that describe ideas that have been informed by research and implementation in classrooms.
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Lemonidis, Charalambos, and Ioanna Kaiafa. "The Effect of Using Storytelling Strategy on Students’ Performance in Fractions." Journal of Education and Learning 8, no. 2 (March 3, 2019): 165. http://dx.doi.org/10.5539/jel.v8n2p165.
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Research findings in the field of Mathematics Education emphasize that storytelling is an effective instructional tool in the teaching of mathematics, as it provides a meaningful context that attracts students’ interest and makes learning a pleasant process. The use of stories and fairy tales in the teaching of mathematics motivates students to learn and provides students with an authentic context to understand mathematical concepts and procedures. It is a clear way to incorporate mathematics into other, broader cognitive domains and promotes mathematical discussion in the classroom. The main purpose of this study was to investigate the role that the use of storytelling can play in teaching fractions to third grade students. The study sample consisted of 76 third graders, who attended two primary schools in the city of Florina (Greece). This sample was divided into experimental (n=38) and control (n=38) group. In this study target-focused teaching stories were used. These stories were written in accordance with the objectives of a new Curriculum for rational numbers teaching. The study results showed that the use of storytelling had a positive effect on students’ achievement in fractions, as the experimental group performed significantly better than the control group. The students who benefited most from the use of storytelling were those with medium, especially, with low performance. Finally, the use of storytelling had a positive effect on specific mathematical skills, such as comparing fractions, finding equivalent fractions, creating and manipulating representations and problem solving.
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Pinehas, Lusia N., Ester Mulenga, and Julia Amadhila. "Factors that hinder the academic performance of the nursing students who registered as first years in 2010 at the University of Namibia (UNAM), Oshakati Campus in Oshana, Namibia." Journal of Nursing Education and Practice 7, no. 8 (March 14, 2017): 63. http://dx.doi.org/10.5430/jnep.v7n8p63.
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The University of Namibia (UNAM) is the only national university in Namibia that was established in 1992. It offers diploma and degree courses. The Bachelor of Nursing Science (Clinical) (Honours) was introduced in 2008 after the Diploma in Comprehensive Nursing Science was phased out. This degree is offered over the period of four years full-time. Students are allocated to the clinical practice throughout the training to acquire the relevant nursing skills. At the time of research the course was offered at two campuses only namely Windhoek and Oshakati. The total number of students who were admitted in 2010 was 83, but at the time of the research when they were in their fourth year, there were only 59. The difference of 24 was the students who could not make it to the fourth year and finish in the prescribed time frame. The lecturers were concerned with the poor performance of the students, the increased number of students with some modules behind, and the overcrowding of some classes. The purpose of the study was to identify, explore and describe the factors that hinder the academic performance of the nursing students at the UNAM Oshakati campus. The study was conducted among nursing students who registered for the Bachelor of Nursing Science (Clinical) (Honours) in 2010. The study was qualitative, exploratory, descriptive and contextual in nature using non-probability purposive sampling. The findings revealed that the academic performance of student nurses at the University of Namibia Oshakati campus is influenced by both internal and external factors. However, external factors are many compared to internal factors. External related factors comprise of teaching and learning, insufficient resources, lack of university accommodation, curriculum related and socio-economic factors. Teaching and learning related factors include use of one teaching strategy, language barriers, inadequate support and labeling of students by lecturers. On the other hand, insufficient resources are unavailability of the bookshop on campus, insufficient prescribed textbooks, poor internet facility, lack of space and less equipped library. Curriculum related factors include overloaded examination time table, huge scope of test, study day system and module pre-requisites, while socio-economic factors are problems in relationships, peer influence, financial problems and pregnancy while studying. Internal factors comprise of students’ attitude and lack of self-discipline among some students. Those factors result in increased number of students with some modules behind, overcrowding of some classes, increased student-lecturer ratio and some students not completing their studies within the prescribed time frame.
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Bouck, Emily C., Laura Bassette, Jordan Shurr, Jiyoon Park, Jackie Kerr, and Abbie Whorley. "Teaching Equivalent Fractions to Secondary Students With Disabilities via the Virtual–Representational–Abstract Instructional Sequence." Journal of Special Education Technology 32, no. 4 (August 29, 2017): 220–31. http://dx.doi.org/10.1177/0162643417727291.
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Fractions are an important mathematical concept; however, fractions are also a struggle for many students with disabilities. This study explored a new framework adapted from the evidence-based concrete–representational–abstract framework: the virtual–representational–abstract (VRA) framework. The VRA framework involves teaching students to solve mathematical problems with virtual manipulative, then representations or drawings, and finally abstractly. A multiple probe across-students single-case design was used to investigate the effectiveness of the VRA framework for finding equivalent fractions for three middle-school students with disabilities. A functional relation was found between the VRA framework and students’ ability to solve equivalent fractions. Implications related to the use of the VRA framework as a mathematics intervention for secondary students with disabilities as well as directions for future research are discussed.
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Asrial, Asrial. "Peningkatan hasil belajar matematika materi menggunakan pecahan dalam pemecahan masalah dengan pendekatan Contextual Teaching Learning (CTL)." SCHOULID: Indonesian Journal of School Counseling 4, no. 1 (March 20, 2019): 9. http://dx.doi.org/10.23916/08397011.
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<p class="Abstrak">Learning mathematics using fractions in problem-solving is boring for students. For this reason, researchers are interested in improving the process of learning mathematics, especially learning Using Fractions in Problem Solving with the Contextual Teaching Learning (CTL) approach. The CTL approach is felt to be able to overcome the existing problems. This study aims to describe the planning, implementation, and assessment of mathematics learning outcomes improvement using fractions in problem-solving with a contextual approach. The implementation of this research uses a qualitative and quantitative approach using a class action research design which includes: (1) Planning, (2) Implementation, (3) Observation and (4) Reflection. The study was conducted in 2 cycles. Research data in the form of information about the process and action data obtained from observations, test results, discussions and documentation. Research subjects consisted of Class V students totaling 20 students. The average percentage of completeness of learning outcomes in research conducted in the first cycle of meeting 1 was 60%, in cycle I meeting 2 was 70%, the average learning outcomes in cycle II meeting 1 was 80%, in cycle II meeting 2 was 90%. The conclusion obtained from this study is the CTL approach can improve learning outcomes Using Fractions in Problem Solving, namely about multiplication and division of fractions.</p>
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Iilonga, Amalia, Amalia Iilonga, Daniel Opotamutale Ashipala, and Nestor Tomas. "Challenges Experienced by Students Studying through Open and Distance Learning at a Higher Education Institution in Namibia: Implications for Strategic Planning." International Journal of Higher Education 9, no. 4 (May 19, 2020): 116. http://dx.doi.org/10.5430/ijhe.v9n4p116.
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Online learning remains one of the most powerful enablers and accelerators for realising higher education studies by enhancing teaching by means of innovative technologies and pedagogies. However, the success rate of students studying through Open and Distance Learning (ODL) remains very low. Therefore, institutions of higher learning in Namibia should continuously establish and assess the challenges affecting the students who opt to study via distance mode to devise strategies required to address such challenges. The objective of this study was to understand the challenges experienced by students studying through ODL at Higher Education Institution (HEI) in Namibia and establish the challenges they face. A qualitative, phenomenological, explorative, descriptive and contextual research strategy was employed in this study to explore and describe challenges experienced by students’ studying through ODL at HEI’ satellite campus in Namibia. A purposive sampling was utilised in the selection of participants. Data were collected from participants using semi-structured interviews with nine participants. Three themes were identified, namely, the reasons why students chose to study through ODL programme, challenges experienced by students studying through ODL and mechanisms for improvement. The findings of this study call for well-articulated plans and actions to address the challenges faced by students studying in the distance e-learning mode. The study recommended that both Lecturers and ODL programme Administrators should undergo refresher training on distance education annually to ensure that they are aware and can address the challenges faced by their students.
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Lehrer, Richard, and Megan Loef Franke. "Applying Personal Construct Psychology to the Study of Teachers' Knowledge of Fractions." Journal for Research in Mathematics Education 23, no. 3 (May 1992): 223–41. http://dx.doi.org/10.5951/jresematheduc.23.3.0223.
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Personal construct psychology provides a coherent theoretical and methodological framework for the examination of teachers' knowledge. We report case studies of two teachers who varied in their knowledge about fractions and mathematical pedagogy. We used personal construct psychology and the logic of fuzzy sets to elucidate the content and organization of the teachers' knowledge of fractions. The approach proved especially useful for describing conditional relationships among content, general pedagogical, and pedagogical content knowledge frames. We also explored associations between teachers' personal constructions and their classroom teaching. These associations suggested that personal construct psychology shows considerable promise as a way of addressing issues of teacher knowledge in the context of the classroom.
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Joel, Medusalem Hangula, Daniel Opotamutale Ashipala, and Esther Kamenye. "Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia." International Journal of Higher Education 10, no. 2 (November 23, 2020): 83. http://dx.doi.org/10.5430/ijhe.v10n2p83.
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Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.
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Kong, Siu Cheung, and Lam For Kwok. "Modeling a cognitive tool for teaching the addition/subtraction of common fractions." International Journal of Cognition and Technology 1, no. 2 (December 31, 2002): 327–52. http://dx.doi.org/10.1075/ijct.1.2.07kon.
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The case study reported here models a Cognitive Tool (CT) for primary school children to learn common fraction addition/subtraction with unlike denominators. In the study, we developed a CT based on a cognitive task analysis of the domain. We then observed how 12 learners used this CT to understand fraction operations based on a knowledge of fraction equivalence. Results of the study indicate that the support offered by the CT aids learners with higher ability in mathematics to produce cognitive residues. The graphical partitioning model helps to link the concrete operations of partitioning with the abstract idea of a common denominator required for adding/subtracting fractions with unlike denominators. However, learners who have failed to develop the knowledge of fraction equivalence, which includes the concept of equivalence and the ways of finding it, cannot gain much from working with the CT. A model of affordances for improving the design of the CT to meet the diverse needs of learners is discussed.
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Leonard, Anna, Nampa Meameno Hamutumwa, and Chiku Mnubi-Mchombu. "Use of electronic resources by law academics: a case study from the University of Namibia." Collection and Curation 39, no. 3 (January 2, 2020): 57–68. http://dx.doi.org/10.1108/cc-06-2019-0017.
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Purpose The purpose of this paper is to examine the use of e-resources by the Faculty of Law’s academic staff at the University of Namibia’s (UNAM’s) main campus. The study aimed to determine their level of awareness of electronic resources (e-resources) available to them, how useful and effective they found these e-resources, and the challenges they face in accessing them. Design/methodology/approach A convenient sampling technique was used to select a sample of 12 law academics from the population of 17. The study used both qualitative and quantitative research methods using questionnaires and a semi-structured interview guide. Findings Findings revealed that the majority of the law academics were aware of the e-resources subscribed by UNAM’s library, although some were not aware of the newly subscribed international law databases. The findings further revealed that the academics used e-resources for research, publications and teaching purposes, but irregular training, bandwidth problems and limited searching skills hindered their use of e-resources. Practical implications Findings could be used to inform future collection-development decisions, realignment of information-literacy training and promotion and marketing of library services. Originality/value This study has made a significant contribution in the understanding the use of electronic legal resources by law academics at UNAM. The findings and recommendations could also benefit similar academic institutions in developing countries like Namibia.
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Paulus, Simon, Daniel Opotamutale Ashipala, Kristofina Amakali, and Aron Kamenye Aron. "Nursing Students Perceptions on the Use of Preceptors to Improve Clinical Competence at the University of Namibia." Global Journal of Health Science 11, no. 11 (September 16, 2019): 92. http://dx.doi.org/10.5539/gjhs.v11n11p92.
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The purpose of this study was to investigate the perceptions of nursing students in relation to the use of preceptors to improve their clinical competence at the School of Nursing at the University of Namibia. Thus, the objectives of the study were to assess and describe the perceptions of nursing students regarding the use of preceptors to improve their clinical competence with a view to make recommendations based on the findings of the study. A quantitative, descriptive, cross-sectional design was used with a total of 100 nursing students from all four cohorts for the Bachelor of Nursing (Honours) (Clinical) at one of the university campuses being conveniently to participate in the study. Self-administered questionnaire were used to collect the data from the participants. The data derived from the questionnaire was analysed using SPSS version 24. The findings from the study revealed, inter alia, that 70% of the participants indicated that the use of preceptors has a positive effect on the students’ clinical competence. The study therefore recommended sustainment and strengthening of preceptorship strategies for clinical accompaniment of students. Notwithstanding positive findings, the study also recommends improvement of skills for teaching and time management skill, punctual report on duty and efficient utilization of clinical time for preceptors for more efficient implementation of student teaching during clinical accompaniment.
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Nghitanwa, Emma Maano. "Profiling and need assessment of third year bachelor of nursing sciences adult learners at the University of Namibia, Main Campus." Journal of Nursing Education and Practice 12, no. 1 (August 25, 2021): 1. http://dx.doi.org/10.5430/jnep.v12n1p1.
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There is an increase of adult learners in higher education which can be challenging during their study period as they have to balance their social responsibilities with academic activities. The purpose of this study was to explore and describe the profile and need assessment of third year Bachelor of nursing sciences adult learners at the University of Namibia, main campus. A quantitative, descriptive cross sectional study design was utilized during this study. Data was collected through self-administered online questionnaire among 29 participants. The study found that most participants are aged 21 years, single with no children. Furthermore, most participants reside in the informal settlement with nonconductive learning environment due to noise and are using public transport to reach the campus. Most participants indicated that they are receiving study loan from the Namibia Financial Assistance Fund while few got financial assistance from the family members. Some students indicated having disabilities and most students indicated that they have used online teaching and learning before the outbreak of COVID 19 in March 2020 that cause shift in education. The study serves as the baseline information on student profiling and serve as a basis for further strategies to address the situation or for further research.
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Ngololo, Elizabeth N., and Haaveshe Nekongo-Nielsen. "Teachers’ Views on the Implementation of the English Language Proficiency Programme in Namibia." International Education Studies 10, no. 11 (October 29, 2017): 155. http://dx.doi.org/10.5539/ies.v10n11p155.
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The study explores teachers’ views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers’ proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap, Khomas, Ohangwena and Omusati, selected on the basis of the level of participation and accessibility. The evaluation focused on the following aspects of the project: program development, program implementation and administration as well as assessment of learning outcomes. The study followed a qualitative approach using document analysis to inform the development of evaluation instruments and a phenomenological design to assess teachers’ lived experiences during program implementation. Data was collected through focus group discussions among teachers. The study established that teachers did not appreciate the program as it was ill-planned, irrelevant to their needs and disturbed their daily routines. Nevertheless, a few teachers embraced the program and reported positive benefits in terms of teachers’ career development goals. The study recommends the revision of the program in terms of content and implementation procedures. In addition, teachers’ support systems, learning materials and the mode of delivery need improvement to effectively enhance teaching and learning in Namibian schools.
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Fauzi, Irfan, and Didi Suryadi. "Learning Obstacle the Addition and Subtraction of Fraction in Grade 5 Elementary Schools." MUDARRISA: Jurnal Kajian Pendidikan Islam 12, no. 1 (June 27, 2020): 50–67. http://dx.doi.org/10.18326/mdr.v12i1.50-67.
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The Fraction is a material that is very important for students to learn in elementary school, but various difficulties are shown by students in understanding the material, so this study will analyze the learning obstacle that appears to students in the addition and subtraction material in grade 5 elementary school. The approach in this research uses qualitative and case study methods. The subjects in this study were 5th-grade students of Geger Kalong Girang 1¾2 elementary schools, Bandung City, West Java, Indonesia with a total of 29 students. Data was collected by tests, interviews, and documentation, while for data analysis techniques using data reduction, data presentation, and conclusions. The results of this study indicated that students experience learning obstacles, including 1) ontogenic obstacle, which is the inability of students to understand the purpose of the problems presented; 2) epistemological obstacle, namely the inability of students to understand the concept of fractions is part of the whole and the inability of students to do the addition and subtraction of fractions, and; 3) didactical obstacle caused by the presentation of material and the teacher's way of teaching which is only informal. This research is expected to facilitate students to understand fractions and be a development material in making teaching materials and didactic design of the addition and subtraction fractions based on learning obstacles that appear in this study.
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Fauzi, Irfan, and Didi Suryadi. "Learning Obstacle the Addition and Subtraction of Fraction in Grade 5 Elementary Schools." MUDARRISA: Jurnal Kajian Pendidikan Islam 12, no. 1 (June 27, 2020): 51–68. http://dx.doi.org/10.18326/mdr.v12i1.51-68.
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The Fraction is a material that is very important for students to learn in elementary school, but various difficulties are shown by students in understanding the material, so this study will analyze the learning obstacle that appears to students in the addition and subtraction material in grade 5 elementary school. The approach in this research uses qualitative and case study methods. The subjects in this study were 5th-grade students of Geger Kalong Girang 1¾2 elementary schools, Bandung City, West Java, Indonesia with a total of 29 students. Data was collected by tests, interviews, and documentation, while for data analysis techniques using data reduction, data presentation, and conclusions. The results of this study indicated that students experience learning obstacles, including 1) ontogenic obstacle, which is the inability of students to understand the purpose of the problems presented; 2) epistemological obstacle, namely the inability of students to understand the concept of fractions is part of the whole and the inability of students to do the addition and subtraction of fractions, and; 3) didactical obstacle caused by the presentation of material and the teacher's way of teaching which is only informal. This research is expected to facilitate students to understand fractions and be a development material in making teaching materials and didactic design of the addition and subtraction fractions based on learning obstacles that appear in this study.
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Kusaka, Satoshi. "ANALYSIS OF LEARNING DIFFICULTIES WITH FRACTIONS IN THREE AFRICAN COUNTRIES: FOCUSING ON THE SCOPE, SEQUENCE AND MODELS OF FRACTIONS." African Journal of Education and Practice 7, no. 2 (April 15, 2021): 77–91. http://dx.doi.org/10.47604/ajep.1267.
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Purpose: This study aims to compare and analyze learning content with regard to fractions, the order in which that content is taught in primary school mathematics curricula, and how it is presented in textbooks in three eastern and southern African countries, Zambia, Ethiopia, and Mozambique as well as to clarify the characteristics of the instruction concerning fraction in each of these countries.
Methodology: Firstly, we refer to the curriculum to extract information about the learning contents and their order in each grade. Secondly, concerning the meaning of fractions, we refer to the textbooks since we cannot clearly judge from the description in the curriculum. Thirdly, we focus on the common points and differences among the three countries and analyze the causes of difficulty in learning fractions.
Findings: There is a significant discrepancy between the grades in learning fractions among the three countries. In addition, the learning order differs to a certain degree. A common feature of the three countries regarding the order is the multiplication and division of fractions. For all three countries, while the addition and subtraction of fractions and types of fractions are handled separately by different grades, the multiplication and division are all taught in one grade. Further, how the meaning of fractions is taught is common to all three countries. In all the countries, the part-whole concept of fractions is mainly employed, and the fraction as measurement concept is not taught at all. Unfortunately, since children learn without considering fractions as measurements, their understanding of fractions will be limited.
Unique contribution to theory, practice, and policy: Regarding fraction, basic research on the teaching content and their order in African countries have not been conducted extensively. While improving the quality of education is a common goal globally, it is paramount to analyze the difficulty in learning fractions from the perspectives of the intended curriculum and textbook. The result will be the implication for revising the curriculum and suggestions for teaching fractions.
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Periasamy, Devaki, Kamariah Abu Bakar, and Ahmad Fauzi Mohd Ayub. "Effects ofMATAS HopscotchTechnique in the Teaching of Fractions and Error Patterns Made by Year 5 Pupils." Education Research International 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/630721.
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MATAS Hopscotchtechnique was created to solve the subtraction of three types of fractions. The study involved 56 pupils from two Year 5 classes. A quasi-experimental, nonrandomized control group, pretest-posttest delayed post-test was conducted on two intact groups, randomly assigned into control and experimental groups. A pretest was administered at the early stage of this study. The study described types of error made by the pupils in solving the subtraction of fractions. Rubrics, Hodes and Notling (1998), were used to describe types of error made by the pupils in the pretest and posttest. The findings in the pretest showed both groups made concept, directions, and careless errors. However, in the posttest, the experimental group made careless errors while the control group made concept, directions, and careless errors. The number of errors made by the control group was higher than that made by the experimental group.
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Castro-Rodríguez, Elena, and Luis Rico. "Knowledge of preservice elementary teachers on fractions." Uniciencia 35, no. 2 (July 31, 2021): 1–20. http://dx.doi.org/10.15359/ru.35-2.10.
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In this paper, we studied the knowledge on didactic contents reflected by future elementary teachers when answering questions related to teaching and learning fractions. Following a qualitative methodology, specifically a case study, 9 senior pre-service elementary teachers were interviewed using a structured approach. The topic was presented to the subjects using a narrative they had previously written on how to initiate the concept of fractions with school children. After reading it, they were asked questions regarding task design, learning objectives, and mistakes and difficulties. Results identified two trends in the participants’ knowledge: a procedural or technical trend in which the stated knowledge emphasizes procedures, processes, or action modes, and a conceptual or cognitive trend in which the stated knowledge emphasizes the functional understanding of fractions and their relationships. As a conclusion, it is essential that initial teacher training emphasizes mathematical as well as didactic contents.
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Shatimwene, Gelasius Panduleni, Daniel Opotamutale Ashipala, and Esther Kamenye. "Experiences of Student Nurses on the Use of the Two-Week Block System at the Satellite Campus of a Higher Education Institution in Namibia." International Journal of Higher Education 9, no. 3 (April 2, 2020): 222. http://dx.doi.org/10.5430/ijhe.v9n3p222.
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Clinical Training is intended to prepare nursing students for future nursing practice in both private and public facilities. As do many nursing training institutions globally, this Higher Education Institution (HEI) uses the two-week block system as a teaching system. However, despite the two-week block system, it would appear that, due to the increased number of nursing students, the aligning of practical exposure with theoretical instruction is becoming difficult in balancing theory and practice for both student and academics. Such alignment requires institutions of higher learning to establish which teaching systems are likely to promote the correlation between theory and practice. The experiences of students may be used to identify positive learning environment for students. This study aimed to explore and understand the personal experiences of student nurses studying at Higher Education Institution HEI in Namibia in relation to the use of the two-week block system. The objectives of the study included exploring and describing the experiences of student nurses regarding the two-week block system at the HEI with a view to ascertaining the negative impact, if any, of such a teaching system on their studies. A study employed a qualitative approach which comprised an explorative and descriptive research design, using purposive sampling. The research population in the study consisted of first to fourth year, undergraduate nursing students who were studying at a satellite campus of a HEI in Namibia. The requisite data was collected from four focus group discussions which were each conducted with six to seven participants. The transcribed interviews and narratives from the research notes were then organised into main themes and sub-themes. Three main themes and nine sub-themes were identified. The findings of the study indicated that two-week block system was associated with challenges as was evidenced by the following themes that had emerged from the study, namely, different experiences of the two-week block system, various effects of the two-week block system and recommendations to School of Nursing (SoN).The study recommended that the HEI extend the two-week block system to a one-month block system in order to give the students sufficient time in which to put the theory they have learnt into practice.
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Lee, Ji-Eun, Byungeun Pak, and Woong Lim. "Building Preservice Teachers’ Diagnostic Competence: An Exploratory Study in the Domain of Fractions." Mathematics 9, no. 16 (August 6, 2021): 1870. http://dx.doi.org/10.3390/math9161870.
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In this study, we explored elementary preservice teachers’ (PSTs’) competence to make diagnostic inferences about students’ levels of understanding of fractions and their approaches to developing appropriate tiered assessment items. Although recent studies have investigated beginning teachers’ diagnostic competency, teachers’ ability to design and evaluate diagnostic assessment items has remained largely underexplored. Fifty-seven PSTs, who enrolled in a mathematics methods course at a midwestern university in the U.S., participated in developing and attempting to differentiate diagnostic assessment items considering individual students’ varied levels of understanding. An inductive content analysis approach was used in identifying general patterns of PSTs’ approaches and strategies in designing and revising tiered assessment items. Our findings revealed the following: (a) the PSTs were well versed in students’ cognitive difficulties; (b) when modifying the core questions to be more or less difficult, the PSTs predominantly used strategies related to procedural fluency of the questions; and (c) some strategies PSTs used to modify questions did not necessarily yield the intended level of difficulty. Further, we discussed the challenges and opportunities teacher education programs face in teaching PSTs how to effectively design tiered assessment items.
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Kolar, Vida Mafnreda, Tatjana Hodnik Čadež, and Eda Vula. "Primary Teacher Students’ Understanding of Fraction Representational Knowledge in Slovenia and Kosovo." Center for Educational Policy Studies Journal 8, no. 2 (June 26, 2018): 71. http://dx.doi.org/10.26529/cepsj.342.
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The study of primary teacher students’ knowledge of fractions is very important because fractions present a principal and highly complex set of concepts and skills within mathematics. The present study examines primary teacher students’ knowledge of fraction representations in Slovenia and Kosovo. According to research, there are five subconstructs of fractions: the part-whole subconstruct, the measure subconstruct,the quotient subconstruct, the operator subconstruct and the ratio subconstruct. Our research focused on the part-whole and the measure subconstructs of fractions, creating nine tasks that were represented by different modes of representation: area/region, number line and sets of objects. The sample consisted of 76 primary teacher students in Slovenia and 93 primary teacher students in Kosovo. Both similarities and differencesof the primary teacher students’ interpretations of the representations across the two countries were revealed and compared. The findings suggest that primary teacher students from both countries need to upgrade their understanding of fractions. The analysis confirms that the formal mathematical knowledge acquired by primary teacher students is not necessarily adequate for teaching elementary concepts in school.
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Isaacs, Albert, Lawrence Kazembe, and Collins Kazondovi. "An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education." Higher Education for the Future 5, no. 1 (January 2018): 104–18. http://dx.doi.org/10.1177/2347631117740455.
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The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.
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Bütüner, Suphi Önder. "Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions." Journal of Research in Mathematics Education 10, no. 2 (June 24, 2021): 117. http://dx.doi.org/10.17583/redimat.2021.4379.
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In this study, Turkish and Singaporean textbooks were compared in terms of teaching content for multiplying fractions, a subject that most students have difficulty in understanding. The study analyzed the 6th-grade mathematics textbook published by the Turkish Ministry of National Education and its Singaporean counterpart. While the Singaporean textbook covered all meanings of multiplying fractions, the Turkish textbook did not include the operator meaning of multiplying fractions. Compared to the Turkish textbook, the Singaporean textbook included more solution strategies. The number line model was not used in the textbooks of either country, and only one representation format was used to model a fraction multiplication problem. The Singaporean textbook included more fraction multiplication problems than did the Turkish textbook. Many problems in both textbooks were of a one-step fashion and required numerical answers.
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Kelly, Bernadette, Douglas Carnine, Russell Gersten, and Bonnie Grossen. "The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students." Journal of Special Education Technology 8, no. 2 (September 1986): 5–17. http://dx.doi.org/10.1177/016264348600800202.
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This study compares the effectiveness of a videodisc curriculum that incorporates principles of instructional design (including discrimination practice and cumulative review) with a traditional basal program designed to teach basic fractions skills. Twenty-eight high school students, including 17 mildly handicapped students, qualified for the study by showing (a) mastery of whole number operations and (b) less than 50 percent mastery of the fractions skills to be taught. The students were matched in pairs based on a pretest score and math scores from the California Achievement Test, and then randomly assigned to one of the treatments. During the ten-day intervention, observers collected data on levels of treatment implementation and student on-task behavior. A criterion-referenced posttest and two-week maintenance test were administered. The videodisc curriculum resulted in significantly higher posttest and maintenance test scores. Levels of on-task behavior were significantly higher in the videodisc sessions, although levels in both conditions were above 80 percent. An analysis of student error patterns indicated that differences in instructional design features contributed to the relative effectiveness of the two curricula.
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Mbukusa, Nchindo Richardson. "Perceptions of students’ on the Use of WhatsApp in Teaching Methods of English as Second Language at the University of Namibia." Journal of Curriculum and Teaching 7, no. 2 (November 18, 2018): 112. http://dx.doi.org/10.5430/jct.v7n2p112.
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Recently, electronic mobile devices have been widely used for attaining knowledge, asking questions and retrievinginformation. Mobile devices and their features have been in the glare of publicity for educational purposes. TheWhatsApp application instant messaging platform has become the most popular mobile device application regarded asone of the teaching and learning styles that facilitate collaborative learning as students are beaming with ownsmartphones.Nowadays, it is challenging to help students raise their interest in learning. Thus WhatsApp presents itself as one of theinventive teaching methods that can attract students and provide them with opportunities for further learning.WhatsApp increases helps students to work smarter and more effectively. This research investigates the students’perceptions towards using the WhatsApp application as a learning tool for Teaching Methods of English as SecondLanguage on a Bachelor’s degree programme at the University of Namibia. To achieve this, about 99 students in thesame cohort completed the self-administered questionnaires. The study revealed, amongst many, that WhatsApp canimpact negatively on the performance of tertiary students, especially those who do not own smartphones. Theplatform shows a variance on balancing online activities (WhatsApp) and academic preparation, and distractsstudents from completing their assignments and adhering to their private studies time table. However, students enjoyusing WhatsApp as a tool for learning and calls for institutions to offer internet amenities as a top urgency incontemporary instruction.
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MBONGO, EMILIA, Andrew Möwes, and Charles Chata. "FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 11–25. http://dx.doi.org/10.31686/ijier.vol4.iss5.537.
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The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.
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Kong, Siu Cheung. "The development of a cognitive tool for teaching and learning fractions in the mathematics classroom: A design-based study." Computers & Education 51, no. 2 (September 2008): 886–99. http://dx.doi.org/10.1016/j.compedu.2007.09.007.
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Veselinović, Ivana. "Understanding fractions in the fourth grade of elementary school." Norma 25, no. 2 (2020): 217–38. http://dx.doi.org/10.5937/norma2002217v.
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In the paper is considered about the different approaches of fractions that are the basic for conceptual understanding all meanings of the fractions: 1) the part-whole relationship; 2) a relationship of two sizes, of scale; 3) a fraction as an operation resulting from the combination of two multiplicative operations at an intuitive level; 4) a fraction as an amount (Lamon, 1999; Charalambos and Pitta-Pantazi, 2007). The aim of the research is to test knowledge of students that shows understanding of the above approaches. In the study was used a descriptive test method and techigue. The results of the research show that understanding the fractions is limited with understanding the part-whole starting approach. In solving problems, students don`t use e visualization and modeling to facilitate the process of solving problems and show a degree of understanding of the fractures. The student's achievements are viewed in the context of the needs and ways of introducing different approaches to fractions into the curriculum and teaching practice.
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Indriani, Rina, Ari Metalin Ika Puspita, Mimin Ninawati, Hany Handayani, and Agusfianuddin Agusfianuddin. "CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP PECAHAN." KALAMATIKA Jurnal Pendidikan Matematika 4, no. 1 (April 30, 2019): 109–16. http://dx.doi.org/10.22236/kalamatika.vol4no1.2019pp109-116.
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One of the basic abilities in learning mathematics is the ability of students to understand mathematics. Mathematical comprehension ability will develop other mathematical abilities, including communication, connection and problem-solving abilities. To be able to hone students 'mathematical abilities, a learning model is needed that is appropriate to the students' character and the material being taught. One learning model that can improve student learning outcomes is the Contextual Teaching and Learning (CTL) model. The method used in this study is Classroom Action Research (CAR). Subjects in this study were fifth grade in Elementary School. The instruments used in this study were tests and observation sheets of teacher and student activities. Based on the analysis of research data, it is concluded that CTL can improve the ability of mathematical understanding of fraction concept for elementary students. Thus, the use of CTL learning models can be used as an alternative learning to be applied to learning mathematics in elementary school especially on learning concept of fractions.
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Pretorius, Louise, Agenes Van Dyk, Louis Small, and Hans Justus Amukugo. "Paradigmatic perspective for development of an educational programme to facilitate critical thinking of student nurses in Namibia." International Journal of Advanced Nursing Studies 5, no. 2 (September 20, 2016): 176. http://dx.doi.org/10.14419/ijans.v5i2.6552.
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This research paper is focuses on describing the paradigmatic perspective used for development of an educational programme to facilitate critical thinking of student nurses. The study of this nature requires a paradigmatic perspective this is a collection of logically linked concepts and propositions that provide a theoretical perspective or orientation that tends to guide the research approach to a specific direction.The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the needs of the students in terms of critical thinking, followed by phase 2 on the development of an educational framework and phase 3 and 4 on implementation and evaluation and this two phases were conducted simultaneously.The positivistic paradigm allows the researcher to be orderly and disciplined in the procedures followed during the study to acquire information. For this study the researcher worked according to a specific and logical plan of action and conducted the research in a series of steps. In this study the paradigm consisted meta-theoretical such as ontological, epistemological, axiological and methodological assumption. The theoretical basis of this study included the principal of adult learning; Model of curriculum development; Nicholas and Nichols; Viedebeck’s model of teaching critical thinking and Theoretical principle of constructivism. These theoretical frameworks were applied in respectively in the phases listed above.
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Wright, Norman, and Douglas Miller. "Namibia's Damara culture center: a case study." Emerald Emerging Markets Case Studies 1, no. 1 (January 1, 2011): 1–11. http://dx.doi.org/10.1108/20450621111125432.
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Subject area Tourism development, emerging market entrepreneurship. Study level/applicability This case may be used in lower or upper division courses. Lower division courses may want to focus on the elementary issues of project planning, business plan development, and marketing. Upper division courses will find opportunities to enhance the discussion with ethical dilemmas and more advanced business plan development. Case overview The case takes place in a nature conservancy in Namibia. A local villager wants to open an attraction portraying local customs, traditions, art, and dance for tourists. This case can be used as an introductory strategy case study in at least three types of classes, strategic management, entrepreneurship, or hospitality management. The case presents many opportunities for students to analyze various business topics, including start-up financing, competitive and industry analysis, questions of pricing, product, and promotion, government relations, tourism development, and ethics. It is designed to be taught in either a 1 hour class or a 1.5 hour class with student preparation taking between 2 and 3 hours depending on the questions assigned. If students are asked to complete a business plan the preparation and discussion time will be longer. Expected learning outcomes Students will demonstrate ability to prepare a business plan, conduct market research, and evaluate potential business idea using Porter's five forces. Students will also demonstrate depth of understanding ethical dilemmas in an emerging and foreign market. Supplementary materials Teaching note.