PhD Theses (FoE)PhD theses approved by the Faculty of Educationhttp://hdl.handle.net/10311/12162024-03-28T12:06:44Z2024-03-28T12:06:44ZInstructional strategies used in large classes at the University of Namibia: the case of Hifikepunye Pohamba CampusMushaandja-Mufeti, Marja Ndeyapohttp://hdl.handle.net/10311/20902021-05-12T00:00:48Z2017-05-01T00:00:00ZInstructional strategies used in large classes at the University of Namibia: the case of Hifikepunye Pohamba Campus
Mushaandja-Mufeti, Marja Ndeyapo
Large classes have become common worldwide especially in developing countries where tertiary education is considered important to national development. Teaching or lecturing in large classes can be of grave concern to anyone because of the various challenges involved. This study sought to investigate the instructional strategies used in large classes at the University of Namibia, Hifikepunye Pohamba Campus (HPC). The key research question that guided the study was: How do the teacher educators facilitate the teaching and learning process for prospective teachers in large classes at HPC? It is generally believed that the effective use of meaningful instructional strategies is very important in any educational institution as it enables lecturers to successfully teach their classes, especially in situations where the numbers of students in any one class is large.
The study adopted a qualitative approach and exploratory case study design and used criterion purposive and purposive random sampling strategies. The participants for the study were three teacher educators who teach classes with one hundred students or more, nineteen student teachers and three campus management members. Data were collected through face- to- face semi-structured interviews, focus group interviews, non-participant classroom observations, and document analysis. The data were analysed by means of thematic and content analysis.
The study was guided by Vygotsky’s social constructivism theory and the Five E instructional model. The constructivist/interpretivist research paradigm was adopted. The results revealed that large class size hinder the implementation of active teaching approaches and strategies, large class impact on the learning activities, assessment tasks and feedback given to student teachers. Such class sizes also impact on classroom management and control due to various challenges. The findings further showed that committed, innovative and strategic teacher educators and student teachers were able to cope with large classes. The study therefore recommended that the university should employ more teacher educators and provide appropriate resources that would enable teacher educators to cope with large classes. The study also recommends that student-teacher contact hours should be increased especially for large classes.
A dissertation submitted to the Dept. of Educational foundations, Faculty of Education, University of Botswana in partial fulfilment of the requirement of the degree of Doctor of Phylosophy in Curriculum and Instruction. Citation: Mushaandja-Mufeti, M.N. (2017) Instructional strategies used in large classes at the University of Namibia: the case of Hifikepunye Pohamba Campus, University of Botswana.
2017-05-01T00:00:00ZTeachers’ experiences with strategies for teaching learners with visual impairments in Oshana Education Region-NamibiaTobias, Elina Ileimohttp://hdl.handle.net/10311/20162020-03-28T00:01:22Z2017-06-07T00:00:00ZTeachers’ experiences with strategies for teaching learners with visual impairments in Oshana Education Region-Namibia
Tobias, Elina Ileimo
Teaching learners with disabilities has been a worldwide concern. Through discussions and interventions by various stakeholders, learners with disabilities gained access to formal education; firstly, in isolated, segregated places, and then in special schools and lately, in inclusive schools. Although learners with disabilities have gained access to education, it has been observed that learners with visual impairments (LVI) in special and inclusive classrooms in Namibia are underperforming. The purpose of this study was to explore the teachers’ experiences in using strategies for teaching LVI, as well as to identify effective teaching methods and strategies for use with LVI. It further looked at the support offered to teachers when teaching LVI and how to strengthen the teaching of learners with visual impairments. This study utilised Vygotsky’s theory of social constructivism and Bronfenbrenner’s model of bio-ecological systems as a theoretical grounding. Employing an interpretivist research paradigm, the study adopted a qualitative approach with a phenomenological design. Two secondary schools were selected as research sites. Utilising purposive sampling, fifteen (15) academic staff teaching LVI, school principals and teacher assistants were engaged in in-depth one-on-one interviews and focus group discussions. In addition, non-participant classroom observation, documents analysis and field notes were used as data sources. The data were analysed using NVivo11 qualitative software. The data generated from various sources were triangulated and analysed using thematic analysis. The study revealed that teachers in the schools had general teaching qualifications. Therefore, they lacked the passion, skills and knowledge required to use teaching methods and strategies specifically for teaching LVI. However, the study identified effective teaching methods for use with LVI, such as, group work, pair work, individual work and peer tutoring. Furthermore, effective teaching strategies were identified: storytelling, use of voice intonation and facial expression, use of LVI names, use of Braille resources, Braille text materials, utilisation of models and tactile materials, use of audio recordings and ICTs, creating a mobility friendly environment, open communication and the use of outreach and experience. The study noted that teaching methods work hand-in-hand with teaching strategies for effective and efficient delivery of lessons.
Broadly, the reason for teachers’ inability to apply effective methods and strategies for teaching LVI was attributed to a disconnection between passion, skills and knowledge to create, adapt and, or modify the strategies accordingly. Furthermore, the findings of this study revealed that teachers faced various challenges in teaching LVI and sighted learners. These challenges included providing adequate time, teaching resources, and Braille materials. Problems relating to mobility, orientation and the use of Braille, which is the main form of communication, also have to be overcome. However, based on the findings of the study, an evaluation of teacher preparation and continuous professional development in inclusive methods and strategies of teaching LVI was recommended. In addition, the study provides significant knowledge that could inform policy formulation while assisting training institutions and teacher educators on best practice.
A dissetation submitted to the Dept. of Educational Foundations, Faculty of Education, University of Botswana in partial fulfilment of the requirements of the degree of Doctor of Philisophy in Special Education. Citation: Tobias, E. I. (2017) Teachers’ experiences with strategies for teaching learners with visual impairments in Oshana Education Region-Namibia, University of Botswana.
2017-06-07T00:00:00Z