Browsing by Author "Andjamba, Maiya Namutenya Liina"

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    Teaching senior secondary school mathematics for retention
    (Stellenbosch : Stellenbosch University, 2021-03) Andjamba, Maiya Namutenya Liina; Gierdien, M. Faaiz; Stellenbosch University. Faculty of Education. Curriculum Studies.
    ENGLISH SUMMARY : The very school existence is established on the basis that learners retain, retrieve, or remember what they are taught at a later stage especially during the high-stakes examination at the exit levels and in real-life situations. However, in most cases despite extended instruction periods, often learners forget what they were taught. Learners could, therefore, benefit from strategies that produce long-lasting retention, the way to deal with ‘the forget problem’. The assumptions are that teachers need to explore retention strategies, use them more, and apply them more effectively; and teachers do not have enough opportunities to improve learner’s retention of school mathematics. This thesis intends to confirm these claims. The study emphasis is situated in theoretical and empirical explanations on retention and revision strategies, and various aspects of using and teaching through revision and retention strategies. The methodology part of the study underpinned by the interpretive paradigm depicts the procedure as well as the results obtained from qualitative face-to-face interviews and questionnaires of 10 teachers as well as the classroom observations of eight teachers (four cases from each school). The study also explained and discussed results obtained from the pre-tests, post-tests, and delayed tests for two grade 11 and two grade 12 classes from two different schools. This study was a case study, and the focus group was ten teachers, intentionally and conveniently selected in the Oshikoto region, Namibia. The aims were to explore the teachers’ perceptions, experiences, opportunities, and challenges they are faced with in the process of addressing the problem of forgetting. The main research question was: How do Namibian senior secondary school mathematics teachers perceive and experience the facilitation of mathematics through retention and revision strategies? The findings of the study have shown that teachers need more opportunities to explore retention and revision strategies. The results have also revealed that retention and revision strategies have a positive influence on learners’ mathematics achievement scores. It is recommended that collaborative professional development programs be designed to stimulate and promote teachers’ willingness to develop an understanding of retention and revision strategies and their use.