A case study of final year mathematics education student-teachers' experiences of online assessment at a university in Namibia

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dc.contributor.advisorTshuma, Nompiloen_ZA
dc.contributor.authorNawaseb, Dennis Sedneyen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2024-03-01T10:10:51Z
dc.date.accessioned2024-04-26T21:19:47Z
dc.date.available2024-03-01T10:10:51Z
dc.date.available2024-04-26T21:19:47Z
dc.date.issued2024-03
dc.descriptionThesis (MPhil)--Stellenbosch University, 2024.en_ZA
dc.description.abstractENGLISH ABSTRACT: The sudden introduction of online assessment at the university in Namibia has created doubts about online assessment as well as challenges and benefits for final year students, hence a need to carry out this study to understand final year Mathematics education students 'experiences about online assessment at the university in Namibia. The researcher has realized that there is little or no literature on online assessment and research in Mathematics Education Nortvedt and Buchholtz (2018). The theoretical framework of the study was the theory of self-efficacy. The objective of the study was to explore the final-year Mathematics Education student teachers' experiences of online assessment at a university in Namibia. The study addresses the following research question: How do the final year students experience online assessment of Mathematics Education at the university in Namibia? The research paradigm of the study was interpretivist paradigm. The research was a case study of the final year Mathematics Education students at the university in Namibia. The study used Purposive sampling. The data were collected using questionnaires and interviews. The study found that the final year students have experienced some challenges with online assessment: network connectivity issues, access to Moodle, insufficient or lack of data bundles, layout of question paper, changes in the date or time and sometimes incorrect feedback. Although there were challenges, the study also found some benefits of online assessment: flexibility of online assessment, cost-effectiveness, and immediate feedback and increases computer skills. Although participants indicated they prefer face-to-face over online assessment, they mentioned that they would like to use online assessment in the future.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Geen opsomming beskikbaar nie.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentx, 78 pages : illustrations
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/130540
dc.language.isoen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshComputer-assisted instructionen_ZA
dc.subject.lcshEducational evaluationen_ZA
dc.subject.lcshSelf-efficacyen_ZA
dc.subject.lcshMathematics -- Study and teaching (Secondary)en_ZA
dc.subject.lcshUniversity of Namibiaen_ZA
dc.subject.lcshEducation, Higheren_ZA
dc.subject.nameUCTD
dc.titleA case study of final year mathematics education student-teachers' experiences of online assessment at a university in Namibiaen_ZA
dc.typeThesisen_ZA
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