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Teachers’ perceptions on learner-centred approach : a case of selected secondary schools in Namibia

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dc.contributor.advisor Mokiwa, Hamza Omari Shatumbu, Ndapanda Loide 2021-04-06T08:57:53Z 2021-04-06T08:57:53Z 2019-05
dc.description.abstract Namibia is one of the countries with distinct historical education systems that shifted from the traditional teacher-centred approach to learner-centred approach to improve learning outcomes. Despite for the call upon secondary school teachers in Namibia to adopt the learner-centred approach, the pass rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very low with about 50% of the Grade 10 JSC learners failing to make it for senior secondary level. Therefore, this study sought to explore science teachers’ knowledge, practice and perception of learner-centred approach. This study employed a pragmatic approach using an explanatory sequential mixedmethods design to collect quantitative data first and then explaining the quantitative results with in-depth qualitative data. The structured questionnaire, interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis was used for the data collected by the questionnaire while qualitative data analysis was used for the data collected by interview and the observation protocols. The results showed an understanding of learner-centred approach and most teachers use a mixed approach to teaching that incorporates both learner-centred approach and teacher-centred approach. Furthermore, results showed that teachers view learner-centred approach as effective but its effectiveness is reduced by poor participation of learners, large class sizes and inadequate instructional materials. Following the results, it was recommended that the Ministry of Education and education policy makers must consider strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance. en
dc.format.extent 1 online resource (xi, 106 leaves) : black and white illustration, color map, color graphs
dc.language.iso en en
dc.subject Achievement en
dc.subject Implementing en
dc.subject Knowledge en
dc.subject Learner-centred approach en
dc.subject Learning outcomes en
dc.subject Perceptions en
dc.subject Science en
dc.subject Performance en
dc.subject Teachers en
dc.subject Teacher-centred approach en
dc.subject.ddc 373.1394096881
dc.subject.lcsh High school teachers -- Namibia -- Attitudes -- Case studies en
dc.subject.lcsh Student-centered learning -- Namibia -- Case studies en
dc.subject.lcsh Academic achievement -- Namibia -- Case studies en
dc.subject.lcsh Teacher effectiveness -- Namibia -- Case studies en
dc.subject.lcsh Science -- Study and teaching (Secondary) -- Namibia -- Case studies en
dc.subject.lcsh Education, Secondary -- Namibia -- Case studies en
dc.subject.lcsh Teacher-student relationships -- Namibia -- Case studies en
dc.title Teachers’ perceptions on learner-centred approach : a case of selected secondary schools in Namibia en
dc.type Dissertation en
dc.description.department Science and Technology Education en M. Ed. (Natural Science Education)

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