The decline in geography learner numbers in the secondary phase : a Namibian, Khomas Region : Windhoek case study

Kaniita, Paulina Ndapewa (2020-03)

Thesis (MEd)--Stellenbosch University, 2020.

Thesis

ENGLISH ABSTRACT: Statistics have shown that every year the number of learners in Namibia choosing Geography is declining in the secondary phase (Grades 10-11). This study investigated the possible reasons for the decline by means of a qualitative research approach. An interpretive paradigm to understand the perceptions, perspectives and actions of teachers and learners was used. Data were collected using qualitative methods from multiple case studies. Three schools in the Khomas region in Windhoek, Namibia, were selected for the study. The participants were three teachers teaching Geography and 11 learners who were either doing Geography or not doing it. The information obtained pertained to the decline in choosing Geography as a subject. The information was obtained by means of semi-structured interviews, focus groups and individual interviews. The constant comparative analysis method was used to analyse the data. It was found that learners were not interested in studying Geography because of map work content which they found difficult challenging and confusing. In addition, the findings underscored that in the field of Geography was not that well grouped to attract learners to study Geography. The attitudes and pedagogies of teachers were demotivating for learners, which did not encourage them to study Geography. Lack of teaching resources, fieldwork disengagement, peer influence among learners, English as a barrier to learning, problems of teaching methods were some of the factors that teachers and learners highlighted as reasons for why Geography was not valued highly as a school subject.

AFRIKAANSE OPSOMMING: Statistieke dui daarop dat die aantal leerders in Namibiё, wat Aardrykskunde as vak in die Sekondêre Fase (Grade 10 en 11) kies, jaarliks afneem. Met hierdie ondersoek word moontlike redes vir die afname deur middel van ‘n kwalitatiewe benadering onder die loep geneem. ‘n Verklaringspatroon is gevolg ten einde die beskouinge, die uitgangspunte en die optredes van onderwysers en leerders te probeer verstaan. Drie skole in die streek Khomas in Windhoek, Namibiё, is gekies om deel van die ondersoek te wees. Die deelnemers was drie Aardrykskunde-onderwysers en 11 leerlinge (sommige het Aardrykskunde geneem en sommige nie). Die gegewens sodoende verkry, het betrekking op die afname in die keuse van Aardrykskunde as vak. Die nodige inligting is ingewin deur middel van gedeeltelikgestruktureerde onderhoudvoering, hetsy met gefokusde groepe of individueel. ‘n Proses van voortdurende, vergelykende ontleding is gevolg om data te ondersoek. Daar is tot die gevolgtrekking gekom dat leerders nie belangstel in Aardrykskunde as vak nie, omdat hulle die inhoudelike kaartwerk moeilik, uitdagend en verwarrend vind. ‘n Verdere bevinding was dat die studieveld nie na behore aan die leerders bekendgestel word nie, wat grootliks bydra tot die gebrek aan belangstelling in die bestudering van Aardrykskunde. Voorts is daar vasgestel dat die onderrigmetodes van onderwysers so ontmoedigend is dat dit bydra tot gebrekkige belangstelling in die bestudering van Aardrykskunde. Onvoldoende onderwyshulpmiddele, vrystelling van veldwerk, portuurgroepsdruk, die aanwending van Engels as onderrigtaal en die gepaardgaande belemmering van leer wat plaasvind, asook problematiese onderrigmetodes is maar enkele van die faktore wat deur onderwysers en leerders aangedui is as redes vir die waardevermindering van Aardrykskunde as skoolvak.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/108265
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