EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
EFFECT OF TEACHING APPROACHES IN STEM CAREER ORIENTATION FOR STUDENTS THROUGH...ijejournal
This study investigated the association between teaching approaches in Biology and STEM careeraspiration of upper secondary school students and how to apply in learning and teaching. In this research, we analyzed some teaching approaches in Biology which would actively improve students’ subject interest as well as their STEM career aspiration in upper secondary schools in Hanoi and some Northern provinces
of Vietnam and supposed suggestions for teachers use in their teaching approaches and teaching methods to promote the effectiveness of science-oriented teaching in their lectures. Analysis of science learning in Vietnam in this study highlighted that teaching the ‘applications of science’ and teaching ‘the relevance of study and career’ were measured teaching approaches to consistently and positively associated with upper
secondary school students’ STEM career aspiration, accounting for other teaching approaches. Additionally, in this study, the ‘student-led investigations’ indirectly associated with students’ STEM career aspiration by affecting on affected student’s career awareness and student’s science self-efficacy. However,
the project-based approach had no obvious effect on students’ STEM career aspiration.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
Opinions of Teachers about Renewed 3rd and 4th Grade Science Curriculum in Tu...Premier Publishers
Science education aims to improve students’ scientific knowledge and skills. For that reason, the science curriculum should be revised in a feasible and dynamic way for higher quality. The purpose of the present study was to investigate primary school teachers’ opinions on the renewed 3rd and 4th grade course science curriculum. 163 3rd grade and 160 4th grade primary school teachers working in public primary schools in Şanlıurfa during spring of 2014-2015 constituted the study group. The study aimed to determine the teachers’ skills, achievements, theme, activity, measuring and assessment items. The research is a descriptive survey study. The data obtained from the 323 primary school teachers were analyzed by using frequencies, percentages and means via Statistical Package for the Social Sciences T-test and Anova were used for parametric variables; Kruskal Wallis and Mann Whitney-U were used for non-parametric variables. Cronbach alpha internal reliability coefficients of the scale were found to be 0,949. Findings of the study showed that the revised 3rd and 4th grade course science curriculum was adequate and was appropriate for the 3rd and 4th grade students.
Investigating the status and barriers of science laboratory activities in Rwandan teacher training colleges towards improvisation practice By Kizito Ndihokubwayo From Graduate School for International Development and Cooperation, Hiroshima University
Abstract
This study aims at investigating the barriers encountered by science teachers in laboratory activities in Rwandan teacher training colleges (TTCs) using questionnaires and interviews. The results confirmed that teachers face barriers like time limitation, material scarcity and lack of improvising skills in their everyday science teaching life. About 95% of teachers who teach in schools with laboratories and only 5% of their peers at schools without laboratory show enough awareness on science laboratory activities. However, in terms of the importance of laboratory experiment and improvisation approach, students had the similar responses in all the investigated schools. Keywords: Barriers, TTCs, Laboratory activities
This presentation presents the results of an action research project investigating the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional definition-based instruction.
A LITERATURE REVIEW ON GEOGRAPHY TEACHERS’ KNOWLEDGE OF AND ATTITUDES TOWARDS...ijejournal
This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well
as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes,
including dyslexic students. The aim of the systematic literature review was to identify: a) Geography
teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help
dyslexic students overcome their difficulties. The research was carried out from October to November
2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the
last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large
number of publications on the subject, only a few studies (3) were found to meet our research criteria
(dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future
studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer
conclusions on the topic.
Uganda sesemat programme impact and challenges in its implementationKomakech Robert Agwot
ABSTRACT
The Secondary Science and Mathematics (SESEMAT) programme has been recognized as an effective tool
in enhancing the quality of teaching and learning science and mathematics in secondary schools. The
SESEMAT programme was introduced in 2005 with the purpose to improve the teaching ability of science
and mathematics teachers at secondary level; and to improve performance in those subjects. The main
objective of the study was to assess the impact of the SESEMAT programme on science and mathematics in
Uganda; a case study of Jinja district located in Eastern part of Uganda. It also found out the challenges of
implementing the SESEMAT programme. However, the study focused mainly on fifteen secondary schools
out of the 26 secondary schools in the district and the period under consideration was 2009-2013. The
researcher used a descriptive cross sectional survey, where data was collected at one point in time from a
cross-section of respondents. This was useful in the study because it involved collecting data from a
relatively large number of respondents from various schools in the district. Primary data was collected
mainly through in-depths interviews and self-administered questionnaires instruments. Both quantitative and
qualitative analyses were employed on data collected from 135 respondents.
The findings show that, the SESEMAT programme had the greatest impact on: improved teachers and
student’s attitudes towards science and mathematics; improved the performance of students in the national
examinations; and has developed/promoted practical teaching as thought by; as thought by the respondents
respectively. The study also discovered most challenges hindering the programme as: Time consuming;
inadequate science/ instructional materials; and high enrollment of students in class respectively. The
researcher recommends the policymakers, development partners and the government through the MoES to
ensure that, there is right balance of the teaching staff within a department; that the level of resources
provided for teaching is sufficient; reduce the teacher student ratio/ decongest the classes; and finally
recommends prospective researchers to assess the role of secondary science and mathematics education in
industrial and technological development; and a similar study to be conducted in other districts with a large
sample for comparison of the findings.
Key Words: SESEMAT Programme; In-Service Training; Universal Secondary Education
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Opinions of Teachers about Renewed 3rd and 4th Grade Science Curriculum in Tu...Premier Publishers
Science education aims to improve students’ scientific knowledge and skills. For that reason, the science curriculum should be revised in a feasible and dynamic way for higher quality. The purpose of the present study was to investigate primary school teachers’ opinions on the renewed 3rd and 4th grade course science curriculum. 163 3rd grade and 160 4th grade primary school teachers working in public primary schools in Şanlıurfa during spring of 2014-2015 constituted the study group. The study aimed to determine the teachers’ skills, achievements, theme, activity, measuring and assessment items. The research is a descriptive survey study. The data obtained from the 323 primary school teachers were analyzed by using frequencies, percentages and means via Statistical Package for the Social Sciences T-test and Anova were used for parametric variables; Kruskal Wallis and Mann Whitney-U were used for non-parametric variables. Cronbach alpha internal reliability coefficients of the scale were found to be 0,949. Findings of the study showed that the revised 3rd and 4th grade course science curriculum was adequate and was appropriate for the 3rd and 4th grade students.
Investigating the status and barriers of science laboratory activities in Rwandan teacher training colleges towards improvisation practice By Kizito Ndihokubwayo From Graduate School for International Development and Cooperation, Hiroshima University
Abstract
This study aims at investigating the barriers encountered by science teachers in laboratory activities in Rwandan teacher training colleges (TTCs) using questionnaires and interviews. The results confirmed that teachers face barriers like time limitation, material scarcity and lack of improvising skills in their everyday science teaching life. About 95% of teachers who teach in schools with laboratories and only 5% of their peers at schools without laboratory show enough awareness on science laboratory activities. However, in terms of the importance of laboratory experiment and improvisation approach, students had the similar responses in all the investigated schools. Keywords: Barriers, TTCs, Laboratory activities
This presentation presents the results of an action research project investigating the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional definition-based instruction.
A LITERATURE REVIEW ON GEOGRAPHY TEACHERS’ KNOWLEDGE OF AND ATTITUDES TOWARDS...ijejournal
This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well
as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes,
including dyslexic students. The aim of the systematic literature review was to identify: a) Geography
teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help
dyslexic students overcome their difficulties. The research was carried out from October to November
2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the
last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large
number of publications on the subject, only a few studies (3) were found to meet our research criteria
(dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future
studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer
conclusions on the topic.
Uganda sesemat programme impact and challenges in its implementationKomakech Robert Agwot
ABSTRACT
The Secondary Science and Mathematics (SESEMAT) programme has been recognized as an effective tool
in enhancing the quality of teaching and learning science and mathematics in secondary schools. The
SESEMAT programme was introduced in 2005 with the purpose to improve the teaching ability of science
and mathematics teachers at secondary level; and to improve performance in those subjects. The main
objective of the study was to assess the impact of the SESEMAT programme on science and mathematics in
Uganda; a case study of Jinja district located in Eastern part of Uganda. It also found out the challenges of
implementing the SESEMAT programme. However, the study focused mainly on fifteen secondary schools
out of the 26 secondary schools in the district and the period under consideration was 2009-2013. The
researcher used a descriptive cross sectional survey, where data was collected at one point in time from a
cross-section of respondents. This was useful in the study because it involved collecting data from a
relatively large number of respondents from various schools in the district. Primary data was collected
mainly through in-depths interviews and self-administered questionnaires instruments. Both quantitative and
qualitative analyses were employed on data collected from 135 respondents.
The findings show that, the SESEMAT programme had the greatest impact on: improved teachers and
student’s attitudes towards science and mathematics; improved the performance of students in the national
examinations; and has developed/promoted practical teaching as thought by; as thought by the respondents
respectively. The study also discovered most challenges hindering the programme as: Time consuming;
inadequate science/ instructional materials; and high enrollment of students in class respectively. The
researcher recommends the policymakers, development partners and the government through the MoES to
ensure that, there is right balance of the teaching staff within a department; that the level of resources
provided for teaching is sufficient; reduce the teacher student ratio/ decongest the classes; and finally
recommends prospective researchers to assess the role of secondary science and mathematics education in
industrial and technological development; and a similar study to be conducted in other districts with a large
sample for comparison of the findings.
Key Words: SESEMAT Programme; In-Service Training; Universal Secondary Education
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
The purpose of this research was to determine the correlation between generic science skills and students’ Biology learning results on plant movement material in Junior High Schools in Ambon using scientific approach. This is a correlational research using the instruments of the rubric of generic science skill and cognitive tests. The design of this reserch is the analysis of the effect of generic science skill variables (X1) and the school origin (X2) toward the students’ learning results (Y) with the design of one group pretest-posttest. The data ontained were descriptively analyzed and through covariate analysis and correlation analysis. The results of this research showed that learning by using scientific approach had the average score of 0.740 with high category (Junior High School 6 Ambon), while learning using conventional approach had an average score of 0.219 with low category (Junior high school 9 Ambon). The biology learning result score of the students in some junior high schools in Ambon on the material of plant movement systems taught by using scientific approach experienced an increase, inwhich the students’ biology learning results after taught by using scientific approach achieved 85.68-100.00% with very good category compared to that taught by using the conventional approach, which was 39.51-89.04% with fair until very good catagory. In addition there was a strong correlation (r=0.6) between generic science skills and biology learning results on the conceptof plant movement of Junior High School students in Ambon.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
Implementing assessment of inquiry skills in science educationSails-project
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen. Laboratory for Coherent Education and Learning, University of Southern Denmark
In the context of the SAILS project
http://www.sails-project.eu/
Resource utilization is an integral part of the overall management of the school. Education in a school is explored by provision of resources, their maximum utilization and management. Proper management of resources enhances students’ performance and achieves the educational objectives. The success or failure of any organization, business or enterprise depends highly on proper management of human and material resources. The purpose of this study was to establish the physical determinants of management of educational resources for enhancing students’ performance in secondary schools in Vihiga County. The specific objective was to establish the physical determinants of educational resources management and their influence on students’ performance in secondary schools in Vihiga County. A descriptive survey design was adopted. The sample size composed of principles, teachers, students and County Quality Assurance and Standards Officers. Simple random sampling method, saturated sampling technique and purposive sampling method were used to select samples. Questionnaires, in-depth interview guides, observation schedules and document analysis were used to collect data. Reliability of instruments was explored in the pilot study conducted in 3 secondary schools. Results of reliability of the instruments were assessed using Pearson’s product moment correlation coefficient test. Face validity was established by availing instruments to supervisors. Qualitative data from interviews was transcribed and reported according to emerging themes, categories and sub-categories while quantitative data was analyzed using descriptive statistics such as frequency counts and percentages. Pearson’s product moment correlation coefficient was used to establish relationships between variables. Findings of the study revealed that the physical determinants of educational resources management were availability and adequacy of the resources. From the study, it is recommended that the government provides adequate educational resources in schools to enhance good performance of learners in exams.
Utilization of Instructional Materials and Academic Performance of Senior Sec...ijtsrd
The study assesses the level of the availability and utilization of instructional materials for teaching chemistry in Oji River Local Government Area of Enugu State. A survey research approach was used in this study. The target population was 114 pupils from three selected senior secondary schools in Oji River Local Government Area of Enugu State. The study employed one sample t test to test the hypotheses. This study found that instructional materials affect academic performance of chemistry students in senior secondary schools. Another finding was that teachers utilized the available instructional materials in teaching chemistry in senior secondary schools. Based on the findings, the researcher recommended among others that chemistry teacher training should be revised to provide a greater emphasis on knowledge and abilities linked to emerging technologies, such as the use of visual and audio visual instructional resources in chemistry classrooms. Chikendu, Rebecca E. "Utilization of Instructional Materials and Academic Performance of Senior Secondary School Students in Chemistry in Enugu State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49840.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49840/utilization-of-instructional-materials-and-academic-performance-of-senior-secondary-school-students-in-chemistry-in-enugu-state/chikendu-rebecca-e
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
Assessment of Effectiveness of Ethnoscience and Collaboration Strategy on Stu...ijtsrd
This study assessed the effect of ethnoscience and collaborative strategies on Basic Science students on academic performance of in Jalingo education zone of Taraba Statte. Three research questions and hypotheses were formulated and tested at 0.05 level of significance. The quasi experimental research was adopted. The population of the study was 2,828 Upper Basic level students of public schools. The sample was 80 students, consists of male 38 female 42 selected through a random sampling technique to form two intact classes. Ethnoscience Measurement Performance Test EMEPT was used for the collection of data. Mean and standard deviation were used to answer the three research questions, while the three hypotheses were tested with ANOVA and t test statistic tool. The research revealed that there was significant difference between students exposed to ethnoscience strategy and those who were taught using collaboration strategy. Based on the findings of this study, it is recommended that the use of ethnoscience strategy should be encourage at upper basic, hence it enhanced better performance. ethnoscience strategy is gender friendly, it should be encouraged among Males and Females students at upper basic level. Gor, Jeremiah A | Daudu, Bunsheya C "Assessment of Effectiveness of Ethnoscience and Collaboration Strategy on Students of Basic Science Education Academic Performance in Measurement in Jalingo Education Zone, Taraba State, Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60049.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/geology/60049/assessment-of-effectiveness-of-ethnoscience-and-collaboration-strategy-on-students-of-basic-science-education-academic-performance-in-measurement-in-jalingo-education-zone-taraba-state-nigeria/gor-jeremiah-a
This study investigated the comparative effectiveness of pedagogical pattern of running a course and talk-chalk methods on senior secondary school students’ achievement in waves. It is triggered by reports of persistent students’ low achievement in physics contributed largely by students’ poor performance in waves-related items. It adopted the quasi-experimental pretest-posttest control group design. Three research questions and hypotheses guided the study. There were 216 students who participated in the study. Physics Achievement Test (PAT) containing 50 multiple-choice researcher-developed items were used as instrument for data collection. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. Results showed that: the pedagogical pattern of running a course method was superior method in fostering students’ achievement in waves; female students achieved higher than male students using pedagogical pattern of running a course strategy to teach waves; and there was no significant interaction effect of teaching methods and gender on students’ achievement in waves. From the findings, it was recommended that the pedagogical pattern of running a course strategy should be used in teaching physics in secondary school education system and in training of teachers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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American Research Journal of Humanities Social Science (ARJHSS)
E-ISSN: 2378-702X
Volume-4, Issue-03, pp-23-29
www.arjhss.com
Research Paper Open Access
Teaching and Learning of Physical Science in Anamulenge
Circuit: Challenges and Prospects
1
Tomas Mwaliikombo, 2
Elock Emvula Shikalepo
1
Directorate of Education, Arts and Culture, Omusati region,Ministry of Education, Arts and Culture, Namibia
2
Centre for Open and Lifelong Learning,Namibia University of Science and Technology, Namibia
ABSTRACT: The purpose of the study was to analyse the challenges that faced the teaching of Physical Science
in rural schools of Anamulenge Circuit. A mixed-methods research approach was used to carry out the research.
The study sampled Physical Science teachers from selected rural secondary schools in Anamulenge Circuit. The
data was collected with both closed and open-ended questionnaires. The collected data was analysed using
descriptive and thematic analysis.
Key findings revealed that rural schools were experiencing similar challenges with regard to the teaching of
Physical Science. The challenges related to the lack of science equipment at schools, exacerbated by limited time
allocation for teaching science subjects. In addition, Physical Science teachers did not receive
requiredinstructional support from school management, as the regional office was also failing to host workshops
and assist with science equipment supplies.
The study concluded that the teaching of Physical Science at rural schools of Anamulenge Circuit was
characterised by challenges which impacted negatively on the successful teaching and learning of the subject. The
study recommended the regional education directorate to increase the resource pool to rural schools specifically
resources meant to facilitate the teaching and learning of Physical Science. It is necessary that the regional
education directorate arrange for professional development interventions periodically, to enable Physical
Scienceteachers to become well-versed with contemporary teaching methodologies and pedagogies related to
science subjects.
Keywords:Physical Science, Teachers, Rural Schools, Science, Teaching, Learning
I. BACKGROUND OF THE STUDY
Globally, the standard of teaching and learning in rural areas has been recorded as minimal, as most
qualified teachers prefers teaching in urban areas (Noble, 2005). The trend of qualified teachers preferring urban
posting has compromised the quality of teaching and learning in most rural schools. The situation gets worse
with the teaching of subjects with practical components such as Physical Science. Science subjects are more
practical-oriented and requires skilled human resources to render effective teaching, use teaching aids to
facilitate learning, and capable of improvising instructional materials that are not readily available at schools.
Without requisite human resources and instructional materials, the teaching of science subjects cannot be as
effective as desired.
The study by Ross (1998) established that the continent of Africa is characterised by challenges of
providing meaningful science education to all learners, asmost schools do not have state-of-the-art laboratories
and equipment needed to facilitate successful teaching and learning of science subjects. This implies that the
teaching of science subjects continues to be characterised by challenges, ultimately compromising the quality of
teaching and learning output.
The government of the Republic of Namibia hasmade numerous post-independent reforms, including
reforms related to assessment of curriculum content through national examinations (Iipinge &Kasanda, 2013).
To ensure that learners were adequately prepared for examinations, especially for science subjects, construction
of laboratories at schools all over the country for effective teaching of science subjects was effected. Despite the
construction of laboratories, most laboratories were not equipped with appropriate consumables and apparatus
essential for effective teaching and learning of Physical Science and related science subjects. The ripple effects
of equipment deficiency continues to be manifested bypoor learner performance in science subjects.
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In order to cultivate an empirical understanding of the challenges that faced the teaching of Physical Science in
schools, it was necessary to carry out an empirical investigation to establish the specific difficulties that faced
teachers with the teaching of Physical Science.This study sought to analyse the challenges that were
encountered by Physical Science teachersat their respective rural schools, with the aim of advancing best
practices essential for an effective teaching model of Physical Science.
The specific problem that necessitated the study is stated next.
II. STATEMENT OF THE PROBLEM
The sufficiency of instructional resources in all subject areasis a prerequisite for successful teaching
and learning in all schools.Without enough instructional materials and resources, the ultimate aim of optimum
learning can hardly be attained. Despite the significance of the sufficiency of instructional materials in schools
for all subject areas being well documented, current research findings reveals that subjects such as Physical
Science and other science subjects did not have enough supplies of resources (Ifeanyi&Uba, 2012). The
insufficiency of resourcesfor Physical Sciencehas subsequently compromised effective teaching and learning of
the subject.
Physical Science is a practical subject, requiring experimentation to complement theories.
Hence,sufficient teaching aids were needed to improve the teaching and learning of Physical Science. This study
sought to analyse the challenges that faced teachers with the teaching of Physical Science, in order to propose a
model for the adequacy of human and instructional resources in the science field.
The research sought to address the following key questions:
a) What were the challenges that faced the teaching and learning of Physical Science in Anamulenge Circuit?
b) How has the challenges affectedthe academic performance of learners in Physical Science?
c) Which strategies can be implemented to improve the teaching of Physical Science in Anamulenge Circuit?
The above questions were addressed using the methods and techniques as discussed next.
III. RESEARCH METHODOLOGY
The research was underpinned by a pragmatic research paradigm in order to gather a proper,
holisticand practical understanding of the challenges that faced the teaching and learning of Physical Science in
Anamulenge Circuit. Pragmatic paradigm provide opportunities for gathering different types of information
from different sources as relevant to the study for a richer understanding of the subjects being studied
(Tashakkori&Teddlie, 1998).Data related to positivism were used to understand the challenges that faced the
teaching and learning of Physical Science from an objective perspective. Similarly, constructivism was used as a
framework forsubjective interpretations of positivistic data to generate a richer practical and theoretical
understanding of the phenomenon that was studied.
The pragmatic worldview led to the adoption of a mixed-method research approach. A mixed-methods
approach is a methodology for conducting research that involves collecting, analysing and integrating both
quantitative and qualitative data into a single study. Mixed-methods approach provides a better understanding of
the research problem than either of the two approaches can do (Creswell, 2009). With mixed-methods approach,
researchers are able to gain in-depth understanding of the research problem and corroborate multiple research
findings, while at the same time offsetting the weakness inherent to using anyone of the approach.
The empirical investigation was carried out by using a survey. A survey is a collection and possible
examination of responses about a phenomenon, made by asking people questions. Survey investigations provide
scientifically gathered information to serve as a basis for the researchers for their interpretations, discussions
and conclusions (Kothari, 2004).The survey method was appropriatebecause the investigation was intended to
gather teachers’ responses on challenges that they were experiencing with the teaching of Physical Science, and
regard the responses as a basis for further interpretation and discussion. Physical Science teachers in
Anamulenge circuit were purposively sampled for the study as they were the ones best suited to provide rich
information on the difficulties related to the teaching and learning of Physical Science in AnamulengeCircuit.
Thestudy used close-ended questionnaires to collect quantitative data, whileopen-ended questionnaires
were used to gather qualitative data for a deeper understanding of the phenomenon.The collected data was
analysed by means of descriptive and thematic analysis. The analysed data was presented into tables so that they
can easily be understood. The tabulated data was then interpreted and discussed qualitatively through the use of
themes. This article presents the subsequent consolidated thematic discussions of the findings as drawn from
both quantitative and qualitative tools. The findings were validated by methodological triangulation, where the
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data collected with different methods were cross-checked with each other to establish similarities and
contrasting views (Kahn & Best, 2006).
Informed consent was sought from participants, where they were made to sign an informed consent
form, as a manifestation of their own deliberate and conscious decision to participate in the study. Pseudonyms
were used to code participants in the presentation of findings in order to protect the identity of the participants
and present data in a manner that it was difficult to be related to anyone of the participants (McMillan, 2007). In
addition, participants were informed that the data they provided was going to be used exclusively for the
purpose of the specific current research and it was not going to be disclosed to any third party without an
express permission of the participants.
The established findings are discussed next.
IV. DISCUSSION OF THE FINDINGS
The sampled Physical Science teachers at both schools responded well to the instruments and co-
operated with the researcher. As a result, all questionnaires were responded to.
As stated earlier, the findings sought to address the following key questions:
a) What were the challenges that faced the teaching and learning of Physical Science in Anamulenge Circuit?
b) How has the challenges affected the academic performance of learners in Physical Science?
c) Which strategies can be implemented to improve the teaching of Physical Science in Anamulenge Circuit?
The themes that were discussed were formulated according to the above questions that the research
sought to address.For the purpose of this article, the following discussion focused on the first and second
questions, while the third question is addressed by the subsequent recommendations.
The discussion of the finding is presented next.
Challenges facing the teaching and learning of Physical Science
The teaching and learning of Physical Science in Anamulenge Circuit was characterised by the
challenges as discussed next.
Lack of science equipment
Important apparatus and materials were totally absent in all sampled schools, including the equipment
for measuring mass such as electronic balance and top pan balance. Further observation revealed that apparatus
such as connecting wires, cells, cell holders, evaporating dishes and delivery tubes were not available at sampled
schools. In spite of their absence, these apparatus are important in teaching Physical Science, and their absence
meant that teachers were required to use alternative means for teaching and learning of Physical Science.
ThePhysical Science syllabus states that in case the required teaching and learning resources are not available at
schools, teachersand their learners should improvise alternative resources available in their environment.
To live up to the syllabus expectation, it was established that during the preparation of hydrogen and
oxygen, teachers conducted experiment using improvised wooden made beehives because the glass made
equipment were not available. This revelation confirms previous research findings thatmost schools in rural
areas in Namibia do not have equipment or apparatus to carry out experiments during lesson delivery, with a
negative impact on the teaching and learning of Physical Science(Sinimbo, 2012). Science practical in schools
are meant to prepare and capacitate learners to solve different problems in practical ways. This preparation and
capacitation fades in the absence of sufficient instructional materials.In addition, most learners enjoy teaching
and learning of Physical Science when a variety of teaching methods are used, which methods requires
sufficient instructional materials. This study argues that the teaching of Physical Science in Anamulenge Circuit
was not effective due to limitations related to instructional resources.
Availability of chemicals
The study discovered that most of the chemicals needed for the teaching and learning of Physical
Sciencewere not present in the sampled schools. Some chemicals serves more than one purpose, and not having
them implies a great loss of knowledge. For example, sodium chloride is used in qualitative analysis, properties
of alkalis, sublimation and electrolysis. Chemicals that were missing at schools include Ammonia solution,
Barium Chloride, Copper Sulphate, Copper Nitrate, Copper Chloride, Calcium Hydroxide, Calcium Carbonate,
Ammonia Chloride, among other chemical substances. The lack of science resources at the sampled schools
concurs with the findings of Jerkins (2015), emphasising that schools should acquire the latest and high quality
science laboratory supplies of chemicals to render effective the teaching of Physical Science.
Physical Science is different from any other subject, due to its practical nature. In order to understand
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its concepts, learner needs to look beyond the books and conventional classroom teaching and learning
practices. Effective teaching and learning of Physical Science involves seeing, handling and manipulating real
objects and materials. Earlier scholars such as Iipinge and Likando (2013) has cautioned that the lack of suitable
resources compromise the quality of education and its assessment. This caution is upheld by the fact thatmost
rural schools in Omusati region lacked chemicals needed for the teaching of Physical Science, which has
contributed to poor performance in science subjects in the region as established.As chemicals were not available
at schools, it was clear that the teaching and learning of Physical Science was compromised in rural secondary
schools of Anamulenge Circuit.
Lack of laboratory teaching models
Teaching models are tools that teachers use in the classroom to impart subject knowledge and skills to
learnersin a way that help learners to better understand the subject matter.The findings show that the availability
of teaching models, especially for Physical Science subject as recommended in the current subject syllabus,
varied from one school to another. Since teaching models are meant to foster student’s practical understanding,
they were supposed to be used all times according to the topic to stimulate subject interest amonglearners.
Teaching models also help learners to recall or make perceptions of how matters look like in real life situation
from which they can build their knowledge and make informed conclusions about subject matter. Models such
as the Periodic Table, Eye, Waves and Force, were some of the critical science models that were missing at
sampled schools. The absence of the models meant that teaching and learning of science subjects, including
Physical Science, was not conducted effectively.
The study established that the models that were available at schools, were not stuck on the wall of the
classroom or laboratories as required. This implied that learners usually did not have time to revisit the
classroom or laboratory to review the models after lesson and relate what was taught in class to the real world
situation during their leisure time. Scientific theories and concepts that are difficult to explain directly from the
books alone without reviews and revisiting models. Therefore, Tamuti (2011) emphasise that anatomical models
makes it easy to understand complex theories of science, and should thus be made readily available at schools.
Learners develop interest in Physical Science when they observe various matters and carry out different
experiments in the laboratory. Learners’ reasoning skills are sharpened and start thinking deeply theories and
concepts of science. In rural areas of Anamulenge Circuit, learners were not exposed to scientific teaching as
expected by the syllabus, as laboratories were not displaying charts and models for learners to understand
science theories. The lack of concrete scientific exposure led to low performance of learners in Physical Science
subject.
Limited time for laboratory use
The study discovered that sufficient time was not spent in laboratories, as teaching and learning time
was limited to the length of a normal lesson, regardless of whether the lesson involved experiments or not. No
additional time wasscheduledfor learners to return to the laboratory for a prolonged period of time and enhance
their subject understanding through experimenting and observations. Experiments are part of the current
competence-based curriculum. According to Chipeta (2006), deeper understanding of science and technology
processes can be achieved through laboratory activities, which encourage active participation by learners and
develop their critical thinking capabilities. Laboratoriesexpose learners to concrete experiences which learners
can relate to, and use to substantiate their theoretical knowledge that has been taught and learned.
Teaching science in laboratory settings promotes the development of learner’s cognitive abilities such
as problem-solving, analysis, generalising, evaluating, decision making and creativity. The necessity of
laboratory for conducting experimenting is emphasised by Mark (1998), stating that learners are able to get first-
hand experience and retain acquired knowledge for longer when they see the experiments being performed in
front of their eyes. Teaching and experimenting deepens subject understanding among learners. Enough time
that was not available for the teaching of theoretical content and supplementing it with experiments in the
laboratories, impliedthat the learning of Physical Science was inhibited and culminated in low learner
performance in the subject area.
Lack of motivation
Even though the necessity for motivation to perform is well documented in literature, the study
established that Physical Science teachers were not motivated adequately to perform optimally. There were no
incentives given to Physical Science teachers either from school management or education directorate. This
implies that teachers were not supported extrinsically as expected for them to do their work effectively.
Teachers were also demotivated by the fact that there were no arrangements being made for the procurement of
instructional resources for the teaching and learning of Physical Science. Lack of extrinsic motivation coupled
with limited teaching aids made it difficult for Physical Science teachers to carry out experiments during
lessons. This difficulties has lessened the development of scientific skills among learners.
Teachers were also demotivated by lack of effective communication at schools. Some school
administrators did not value good communication ethics with their teachers. As a result of communication gaps
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between teachers and school management, the requests by Physical Science teachers for the procurement of
science materials were overlooked, not attended to timeously by school managers, and teachers were also not
updated of any progress made. Consequently, some of the laboratories at sampled schools were abandoned and
ended up not having chemicals and equipment, which further demotivated teachers from conducting
experiments with learners in order to supplement their theoretical understanding with practical understanding of
the subject matter. Research findings reveals that failure to meet teachers’ expectations can frustrate and hinders
their ability to successfully complete their task, as only high morale and motivation can result in successful
completion of tasks(Riggio, 1978). The teaching and learning of Physical Science was hindered by low morale
of Physical Science teachers at schools.
Comprehensively considered, it becomes clear that the teaching of Physical Science at rural schools of
Anamulenge Circuit was faced by numerous challenges as discussed above. These challenges has negatively
affected effective teaching and learning for Physical Science, warranting interventions for improvement as
discussed next.
Improving the quality of teaching and learning of Physical Science
To improve the status quo, various strategies were suggested by participants on how the teaching of
Physical Science can be improved. The teaching and learning of Physical Science can be improved by the
interventions as described below:
Provision of Physical Science apparatus to rural schools
Rural schools are often the most impoverished schools due to their geographical location, being far
from essential services that are common to schools in urban towns. As a result of their locality, rural schools are
hardly reached and stays at the margins of delivery for the supplies of teaching and learning resources.Efforts
should be made to ensure that rural schools are supplied with science essentials.
Rural electrification
Most of the experiments requires the supply of power, in the absence of which experiments cannot be
carried out. It is required that rural schools should be supplied with electricity in order to enable teachers to
conduct experiments and enable learners to acquire a better understanding of the subject content.
Teacher incentives
Given the harsh working conditions in rural areas and the inadequacy of resources, some teachers still
manage to achieve satisfactory passing rate in Physical Science though not often. Teachers who are achieving
high performance levels in Physical Science should be given incentive in order to motivate them to excel despite
the harsh circumstances they are working in.
Political commitment to rural education
A political will could help to avail sufficient resources to the improvement of rural schools. Budgetary
allocation should be considerate of the harsh realities at rural schools. This consideration is essential for
apportioning sufficient votes for the provisioning of essential services in rural areas, including the provisions of
instructional resources.
Professional development opportunities
Physical Science teachers should be afforded opportunities to develop themselves professionally in
order to cope with the ever increasing demand of the subject areas. Professional development interventions can
help teachers to act competently in improvising materials that are not readily available at their schools, in order
to enhance learning.
The interventions described above, once considered, can help to improve quality related to the teaching
and learning of Physical Science, especially in rural schools where deficiencies in teaching the subject have
been established.
V. LIMITATIONS OF THE STUDY
This was small scale research study confined in a Circuit, and in a rural context. The results of this
study are applicable to the sites that took part in the study. This implies that the findings may not qualify for
generalisation to other educational settings, unless practitioners in other educational settings finds resemblance
in current research, and can establish that their settings share similar characteristics as the settings that
participated in the study. In addition, the content is detailed in this article, as the researchers have presented
what they considered to be key thematic research findings. The lack of detailed explanations may cause
deficiencies in proper understanding of certain content by readers. The researchers employed a mixed-
methodsapproach for a better practical understanding of the phenomena that was studied. However, the
researchers does not claim expertise in using the said methodology and chances may surface that the
methodology may not have been reported appropriately in this article, with a ripple effects on the findings.
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VI. CONCLUSION
There is plausible evidence that the teaching of Physical Science in Anamulenge circuit was faced by
challenges as discussed in this article. Many times authorities blame teachers for not delivering high pass rate,
yet the same authorities kept on a blind eye on the difficulties teachers were going through to bring about good
teaching. The challenges that characterised teaching of Physical Science has indeed compromised effective
learning of the subject.
The study concluded that the low performance of learners in Physical Science in Anamulenge Circuit
was mainly due to the insufficiency of instructional resources in the subject area, and not necessarily due to
human resources capabilities that were always to blame. Therefore, this study was necessary to engage with
teachers who were directly involved with the teaching of Physical Science to describe the difficulties they were
faced at their respective rural schools. The study was essentialto ensure that proposedinterventions were realistic
to the existing challenges as established during the empirical investigation.
In view of the challenges discovered and conclusions made, the study made the following recommendations:
VII. RECOMMENDATIONS
The study has advanced the recommendations as outlined below.
a) The Senior Education Officer for Physical Science in Omusati region should embark upon professional
development sessions and long term in-service training programs to capacitate Physical Science teachers.
This will enable teachers to facilitate the teaching of Physical Scienceusing contemporary teaching
pedagogies.
b) The Regional Education Directorate should develop leadership development programs for school leaders so
that they are capacitated toeffectively attend to the requests made by teachers, and help teachers succeed in
their teaching in spite of the challenges they are experiencing.
c) The Executive Director as the accounting officer of the Ministry of education should consider the ministry
tomotivate Physical Science teachers in form of both monetary and non-monetary rewards and recognition.
Monetary rewards such as giving monetary incentives, and non-monetary rewards such as regular
workshops, career development and promotional opportunities could motivate Physical Science teachers to
excel.
d) The Minister of Education should be instrumental in convincing Central government to allocate sufficient
vote to the education ministry to specifically cater for the procurement of science materials, apparatus and
other instructional resources needed for successful teaching and learning of Physical Science. Sufficient
allocation of fund is essential not only for the basic supplies and materials for Physical Science, but also for
the maintenance of science equipment and replacement of old equipment at schools. Sufficient fund is also
vital for the provision of enough laboratories at schools, to support the successful teaching of Physical
Science.
e) Schools should allocate additional time for Physical Science experiments, since the normal lesson duration
is usually not enough for conducting science experiments. Additional time can be made available during
study time for learners to catch up with their Physical Science experiments.
f) Scholars in the science field are encouraged to periodically carry out research to establish emerging trends
and challenges facing the teaching and learning of Physical Science and devisingcontemporary measures to
mitigate their impacts on teaching and learning of the subject.
The consideration and subsequent implementations of the above recommendations can result in the
improvement of quality related to the teaching and learning of Physical Science, especially in rural areas where
the teaching and learning effectiveness has been established as not satisfactory.
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AUTHORS’ PROFILES
Tomas Mwaliikombo is a Physical Science educator, working for the Ministry of
Education, Arts and Culture, in the Directorate of education, arts and culture,
Omusati region. He holds graduate and post-graduate qualifications, including a
Master of Education in Educational Management from Midlands State University,
Zimbabwe.He has taught science subjects for eons, and is engaged in periodic
research related to the improvement of quality in the teaching and learning of science
subjects. His research interestslies in science education, applied research,
management and leadership. He can be reached at ndunge83@gmail.com
Elock Emvula Shikalepo is a Namibian philosopher, academic and researcher, based
at the Namibia University of Science and Technology. He holds both graduate and
post-graduate qualifications in teaching, education law, systems and management.
He obtained his Doctor of Philosophy from the University of South Africa, focusing
on staff motivation and performance in the education sector. His thesis analysed the
influence of financial incentive on teacher motivation and learner performance in
Namibian rural schools. He has researched widely and published extensively in the
areas of education legislations, technical, vocational education and training, teaching
and learning, management and leadership, open and lifelong learning, research and
supervision. He can be reached at drshikalepo@gmail.com
Corresponding author: Elock Emvula Shikalepo (PhD)
Centre for Open and Lifelong Learning, Namibia University of Science and Technology, Namibia