Science Teachers’ Usage of Teaching and Learning Support Materials for Effective Teaching
Keywords:
Effective teaching, Chemistry, Physics, TLSMs, Kavango East Region
Abstract
The study investigated Physics and Chemistry teachers’ usage of different Teaching and Learning Support Materials (TLSMs) for effective teaching of Grade 11 Chemistry and Physics in Senior Secondary Schools in the Kavango East Region, Namibia. Following the sequential explanatory mixed methods research design, closed-ended questionnaires, interviews, and live classroom observations were used to collect data from all the twenty-one Chemistry and Physics teachers and one Science Education Officer in the region. Thus, the participants were selected using the total population sampling method. Descriptive statistics was used to analyse the quantitative data while the qualitative data was analysed thematically. Findings from the study revealed that the teachers mainly used TLSMs when teaching Grade 11 Chemistry and Physics to make scientific concepts more understandable to learners, instil scientific skills in learners, attract learners’ attention, and prompt guided interactions between learners. The study also revealed that the teachers used relevant teaching approaches such as a learner-centred approach that includes group work and practical methods when using TLSMs to teach Grade 11 Chemistry and Physics. However, findings from the live classroom observations showed that the teachers need training on the best practices of using TLSMs and methods to achieve effective teaching of the Grade 11 Chemistry and Physics in the study area.
References
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28. Tuimur, H. N. & Chemwei, B. (2015). Availability and use of instructional materials in the teaching of conflict and conflict resolution in primary schools in Nandi North District, Kenya, 3(6), 224-234, https://doi.n org /10.18488/journal.61/2015.3.6./61.6.224.234
2. Akpan, I. F., & Babayemi, J. O. (2022). The Availability, Utilization and Efficacy of Community Resources in the Teaching and Learning of Science for Knowledge Transfer in Senior Secondary Schools in Akwa Ibom State, Nigeria. KIU Journal of Social Sciences, 8(2), 257-265.
3. Alenezi, A. (2020). The role of e-learning materials in enhancing teaching and learning behaviors. International Journal of Information and Education Technology, 10(1), 48-56, . https://doi.org/10.18178/ijiet.2020.10.1.1338
4. Aloovi, O. A. (2016). Biology teachers’ lived experiences of the Namibian Senior Secondary Certificate (NSSC) curriculum. (Unpublished master’s degree thesis, Stellenbosch University). Retrieved from https://scholar.sun.ac.za/ handle/10019.1/ 100038.
5. Ceka, A., & Murati, R. (2016). The Role of Parents in the Education of Children. Journal of Education and practice, 7(5), 61-64.
6. CohenMiller, A. S., Faucher, C., Hernández-Torrano, D., & Brown Hajdukova, E. (2017). Practical steps for using interdisciplinary educational research to enhance cultural awareness. International Journal of Research & Method in Education, 40(3), 288–298. https://doi.org/10.1080/1743727X.2017.1310834
7. Hill, L. H. (2014). Graduate Students’ Perspectives on Effective Teaching. Adult Learning, 25(2), 57-65. https://doi.org/10.1177/1045159514522433
8. Isa, S. G., Mammam, M. A., Badar, Y. & Bala, T. (2020). The impact of teaching methods on academic performance of secondary school students in Nigeria, International Journal of Development Research 10(7), 37382-37385, https://doi.org/10.37118/ijdr.18223.07.2020
9. Kapenda, H. M. (2008). Translating policy into practice: Aspects of learner-centred classroom practices in Mathematics in Namibia. (Doctoral Thesis, University of the Western Cape, Cape Town, RSA). Retrieved from
10. https://etd.uwc.ac.za/bitstream/handle/11394/3645/Kapenda_PHD_2008.pdf?seq uence=1&isAllowed=y. Koehler, M. (2011). Pedagogical content knowledge, (http://www.csun.edu/science/ref/pedagogy/pck/) Monash University, Australia
11. Kusi, C. (2017). Teaching Science Preparation of student teachers to teach science at the Junior high school: A study of one teacher college of education in Ashanti Region, Ghana, (Master Thesis, University of Oslo), Retrieved from https://www.duo.uio.no/bitstream/handle/10852/57475/1/FINAL-THESIS-18MAY-2017P.pdf
12. Lachance, C. (2014). Nursing journal clubs: A literature review on the effective teaching strategy for continuing education and evidence-based practice. The Journal of Continuing Education in Nursing, 45(12), 559-565, https://doi.org/10.3928/00220124-20141120-01
13. Liston, D., Whitcomb, J., & Borko, H. (2006). Too Little or Too Much: Teacher preparation and the first years of teaching. Journal of Teacher Education, 57(4), 351-358. https://doi.org/10.1177/0022487106291976
14. Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391, https://doi.org/10.1002/tea.20007
15. Manning, J. (2017). In vivo coding. In Matthes, J. (Ed.), The international encyclopedia of communication research methods. New York, NY: Wiley-Blackwell. Retrieved from https://doi.org/10.1002/9781118901731.iecrm0270
16. Maselwa, M. R., & Ngcoza, K. M. (2003). ‘Hands-On’, ‘minds-on’ and ‘words-on’ practical activities in electrostatics: Towards conceptual understanding. In D. Fisher & T. Marsh (Eds), Making Science, Mathematics and Technology Education accessible to all. Proceedings of the Third International Conference on Science, Mathematics and Technology Education (pp.649-659). Perth: Key Centre for School Science and Mathematics.
17. Milligan, E. M. A., Koornhof, H., Sapire, I., & Tikly, L. (2019). Understanding the role of learning and teaching support materials in enabling learning for all. Compare, 49,(4), 529–547 https:// doi.org/1 0 .1080 /03057925.2018.1431107
18. Niyitanga, T., Bihoyiki, T., & Nkundabakura, P. (2021). Factors affecting use of practical work in teaching and learning physics: assessment of six secondary schools in kigali city, Rwanda. African Journal of Educational Studies in Mathematics and Sciences, 17(1), 61-77, https://dx.doi.org/10.4314/ajesms.v17i1.4
19. Norro, S. (2022). Factors affecting language policy choices in the multilingual context of Namibia: English as the official language and medium of instruction. Apples-Journal of Applied Language Studies, 16(1), 1-20, https://doi.org/10.47862/apples.107212
20. Onuoha – Chidiebere, U. (2011). Challenges of effective management and utilization of teaching resources in Nigerian schools. ABSU Journal of Arts, Management, Education, Law and Social Sciences, 1(1), 118 – 127.
21. Pecay, R. D. (2017). YouTube integration in science classes: understanding its roots,
22. ways, and selection criteria. The Qualitative Report, 22(4), 1015-1030. https://doi.org/10.46743/2160-3715/2017.2684
23. Philip, A. O. & Denwigwe, C. P. (2017). The teacher and teaching with instructional materials in the teaching of science subjects and the contribution of guidance and counselors therein, British Journal of Education, 5(13), 10-18.
24. Potočnik, R. & Devetak, I. (2023). Pre-service teachers’ views on chemistry of fine art materials of cultural heritage. Chemistry Teacher International, 5(1), 19-27. https://doi.org/10.1515/cti-2022-0053
25. Romlah, O. Y., & Latief, S. (2021). Empowering the Quality of School Resources in Improving the Quality of Education. Bulletin of Science Education, 1(1), 27-44, DOI: http://dx.doi.org/10.51278/bse.v1i1.109
26. Saido, G. A., Siraj, S., Nordin, A. B., & Al-Amedy, O. S. (2017). Teaching strategies for promoting higher order thinking skills: A case of secondary science teachers. MOJEM: Malaysian Online Journal of Educational Management, 3(4), 16-30.
27. Sieber E. & Hatcher S. (2012). “Teaching with objects and photographs” second edition, 2012 Trustees of Indiana University Mathers Museum of World Cultures University 601 E. 8th St. Bloomington, IN 47408 Exhibit Halls: 416 N. Indiana (812) 855-6873.
28. Tuimur, H. N. & Chemwei, B. (2015). Availability and use of instructional materials in the teaching of conflict and conflict resolution in primary schools in Nandi North District, Kenya, 3(6), 224-234, https://doi.n org /10.18488/journal.61/2015.3.6./61.6.224.234
Published
2024-10-09
How to Cite
Andreas M. Shifafure, James Abah, Adedamola B. Shobo, & Percy Mashebe. (2024). Science Teachers’ Usage of Teaching and Learning Support Materials for Effective Teaching. Revista Electronica De Veterinaria, 25(2), 463 - 471. Retrieved from https://veterinaria.org/index.php/REDVET/article/view/1402
Section
Articles
