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The relationship between teacher-learner interaction and the laboratory learning environment during chemistry practicals in Namibia

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dc.contributor.advisor Motlhabane, A. T.
dc.contributor.author Colen, Tuaundu
dc.date.accessioned 2014-05-28T07:40:04Z
dc.date.available 2014-05-28T07:40:04Z
dc.date.issued 2013-11
dc.identifier.citation Colen, Tuaundu (2013) The relationship between teacher-learner interaction and the laboratory learning environment during chemistry practicals in Namibia, University of South Africa, Pretoria, <http://hdl.handle.net/10500/13514> en
dc.identifier.uri http://hdl.handle.net/10500/13514
dc.description.abstract The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country. en
dc.format.extent 1 online resource (xiv, 306 leaves) : col. ill.
dc.language.iso en en
dc.subject Practical work en
dc.subject Chemistry laboratory en
dc.subject Teacher-learners interactions en
dc.subject Learning environment en
dc.subject Mixed method research en
dc.subject Experiments en
dc.subject Achievement en
dc.subject Chemistry practical work en
dc.subject Namibia en
dc.subject.ddc 540.7106881
dc.subject.lcsh Chemistry -- Study and teaching -- Namibia
dc.subject.lcsh Chemistry -- Experiments -- Study and teaching -- Namibia
dc.subject.lcsh Chemistry -- Experiments -- Study and teaching -- Namibia
dc.subject.lcsh Chemistry -- Experiments -- Study and teaching -- Namibia
dc.title The relationship between teacher-learner interaction and the laboratory learning environment during chemistry practicals in Namibia en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en
dc.description.degree D. Ed. (Didactics of Education)


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