Linus Kambeyo - Academia.edu (original) (raw)
Papers by Linus Kambeyo
Journal of African languages and literary studies, Aug 1, 2023
Advances in higher education and professional development book series, Jan 29, 2024
ICERI proceedings, Oct 31, 2023
Innovare Journal of Education
The study analyzed the Curriculum Reforms in Namibia’s progress, derailments, and possible soluti... more The study analyzed the Curriculum Reforms in Namibia’s progress, derailments, and possible solutions for a competitive future. Educational reform and curriculum revision are crucial to redressing apartheid colonialism’s inequitable and fragmented education system in Namibia and building a responsive curriculum that prepares students for a better future. While noticeable progress is observed regarding access to education, policy development, and curriculum reform, many challenges remain. Thus, this study aimed to review literature from Postcolonial Namibia to determine the causes of Namibia’s basic education responsiveness and transformation before and after independence. The paper argues that implementing a responsive curriculum is critical for many reasons. This study employed a qualitative approach encased in a phenomenological interpretive framework with the literary analysis of Namibia’s curriculum reform. Additionally, the paper was couched by Moll’s Curriculum Responsiveness T...
Innovare Journal of Education
This study investigated mathematics teachers’ understanding and practices of learner-centered tea... more This study investigated mathematics teachers’ understanding and practices of learner-centered teaching (LCT) in junior secondary schools within Katima Circuit in the Zambezi Region of Namibia. A qualitative study method was used and purposeful sampling procedures were used to select participants. Research instruments included open-ended interviews and recordings from twenty mathematics teachers in selected junior secondary schools in the Zambezi Region. Results of the study indicate that teachers understand the concepts of LCT and have adequate training and knowledge on the benefits and teaching approach in LCT due to the inclusion of the LCT methods in teacher education and other training workshops. However, the study also found that most mathematics teachers use only cooperative learning during teaching and learning mathematics. The study also identified significant challenges teachers face in implementing LCT, including overcrowded classrooms, lack of resources, and learners’ lac...
This study investigated mathematics teachers’ understanding and practices of learner-centered te... more This study investigated mathematics teachers’ understanding and practices of learner-centered teaching(LCT)in junior secondary schools within Katima Circuit in the Zambezi Region of Namibia. A qualitative study method was usedand purposeful sampling procedures were used to select participants. Research instruments included open-ended interviews and recordings from twenty mathematics teachers in selected junior secondary schools in the Zambezi Region. Results of the study indicate that teachers understand the concepts of LCTand have adequate training and knowledge on the benefits and teaching approach in LCTdue to the inclusion of the LCTmethods in teacher education and other training workshops. However, the study also found that most mathematics teachers use only cooperative learning during teaching and learning mathematics. The study also identified significant challenges teachers face in implementing LCT, including overcrowded classrooms, lack of resources, and learners’ lack of motivation. Considering the above findings, the study recommends that the government and stakeholders support teachers with resources and further staff development opportunities.
Namibian Journal for Research, Science and Technology
Background: Many studies have demonstrated the impact of research in many spheres of life. With t... more Background: Many studies have demonstrated the impact of research in many spheres of life. With the scientific knowledge on the rise, we postulated that impact of research is evident in different scientific fields, which includes education. It is not easy to provide a scholarly definition of the term impact of research as it lacks a standard definition and has various applications. Its uses ranges measuring specific measures to measuring different phenomena. However, impact of research is a demonstrable contribution outside academia. It is a benefit that society gets because of research activities and one way of archiving this benefit can be through the addition of value and improvement of the quality of life as a consequence of research. From the education perspective, the meaning of the impact of research may include the development of skills, knowledge, values, and cultural norms of a people. It is equally alluded to the ability to transform the art of teaching, which might lead ...
In recent years, a large number of studies have highlighted the importance and benefits of comput... more In recent years, a large number of studies have highlighted the importance and benefits of computer-based assessment (CBA; Csapó et al., 2012). A broad range of instruments, including observation protocol, tests and item banks, are available which can be used to assess different aspects of general cognitive development including reasoning skills which learners are expected to master at school (de Konig, 2000). The goal of our study was (1) to examine the feasibility and reliability of computer-based assessment in Namibia and China, in two culturally and infrastructurally different countries and (2) to compare students' development of inductive reasoning, the developmental level of which strongly influences the success of knowledge acquisition and application (Molnár et al., 2013), and thus the effectiveness of learning. The data collection was conducted in Namibia (N=621; 268 boys; 348 girls) and China (N=50; 27 boys; 23 girls) via the eDia platform in June 2016. Both the Namibian and the Chinese participants were average 12year-old students (Namibia: age mean=12.40, SD=1.19; China: age mean=12.28, SD=.50), but it in Namibia, they were 5 th and 7 th graders, and in China, 6 th graders. Students had 40 minutes to complete an online test measuring inductive reasoning. The test administered in Namibia consisted of 66 items, while the test prepared for Chinese students contained 53 items. The test versions contained 42 anchor items allowing achievement scores to be represented on a single scale. Both instruments comprised four subtests: figural series, figural analogy, number analogy and number series. The Rasch model was carried out for scaling the data. The reliabilities proved to be high in both countries (Cronbach's alpha for Namibia: .846; China: .725). Test completion did not mean any problem for the students in either country. Chinese students highly outperformed (M=2.17, SD=.83) Namibian students (M=-1.38, SD=.84) in both test (t=28.684, p<.001) and subtest level (figural series: t=21.063, p<.001, figural analogy: t=16.469, p<.001, number analogy: t=18.859, p<.001 and number series: t=18.536, p<.001). This confirms our hypotheses based on the PISA results of China. There was no significant development detectable between grades 5 and 7 in Namibia (t=1.822, p>.05), which means Namibian students do not have explicit inductive reasoning training in this age-range at school. However, this is the age when almost the fastest development is expected to occur regarding thinking skills (Molnár et al., 2013). There was no significant gender difference detectable in either of these countries. The results suggested that computer-based assessment is feasible and reliable in both Namibia and China even despite the huge cultural and infrastructural differences. Namibian students' inductive reasoning skills are far below the developmental level of Chinese students and are not explicitly enhanced at school, which must be a very important task for the future in the Namibian primary education. This study was funded by OTKA K115497.
This study was conducted at the school where I teach which is a semi-rural secondary school (Grad... more This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped less...
To enhance scientific content and investigative skills that help students to acquire problem solv... more To enhance scientific content and investigative skills that help students to acquire problem solving and lifelong learning skills, the assessment of scientific reasoning in science education has gained momentum of late. The purpose of this paper was to review and synthesize empirical studies on scientific reasoning skills and science education with the view to help improve science education in Namibia. Different methods were used to select and identify studies for this review. First, the multi-dimensional reviews of studies were based on publications between the late 90s to March 2016. Second, the publications were searched from different academic databases, such as but not limited to, EBSCO, Science Direct, Web of Science, ERIC, and the search engine Google Scholar. Third, a wide range of search terms were employed in searching for diversified studies. Amongst others, the findings from the literature reveal that, science education is vital as it; i) promotes a culture of scientific thinking and inspires citizens to use evidence-based reasoning for decision making, ii) ensures that citizens have the confidence, knowledge and skills to participate actively in an increasingly complex scientific and technological world. The literature also reveal that inquiry based lessons promote scientific reasoning skills in students and that scientific reasoning skills have a long term impact on students' achievement. Furthermore, it was found that in the K-12 education in the United States of America (USA), China and in most Organization for Economic Cooperation Development (OECD) countries, the development of scientific reasoning skills has been shown to have a long-term impact on students' academic achievement.
The aim of the paper was to explore the feasibility of assessing inductive reasoning using an onl... more The aim of the paper was to explore the feasibility of assessing inductive reasoning using an online platform in Namibia. Inductive reasoning (IR) is a general thinking skill related to almost all higher order cognitive skills and processes. It is regarded as one of the major skills that students ought to have in the 21 century. In recent years, a broad range of instruments, including observation protocol, tests and item banks, are available which can be used to assess different aspects of general cognitive development including reasoning skills which learners are expected to master at school. The goal of this study was (1) to examine the feasibility and reliability of computer-based assessment in Namibia, (2) to examine the students’ abilities and development of inductive reasoning, which developmental level strongly influences the success of knowledge acquisition and application, the effectiveness in learning. The data collection was conducted in Namibia (N=621; 268 boys; 348 girl...
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES
In recent years, a large number of studies have highlighted the importance and benefits of techno... more In recent years, a large number of studies have highlighted the importance and benefits of technologybased assessment. The goals of this study were (1) to examine the feasibility and reliability of technology-based assessment in Namibia; and (2) to assess students' abilities and the development of their inductive reasoning skills, comparing it with data from a small Chinese sample (N=50; 27 boys; 23 girls) using the same instrument as an indicative benchmark. The data collection was conducted in Oshana region, Namibia (N=621; 268 boys; 348 girls). Both the Namibian and the Chinese participants' average age was 12 years. The Rasch model was used for scaling the data and analysis. The reliabilities of the test proved to be high (Cronbach's α: .846). Namibian students performed significantly lower (M=-1.38, SD=.84) in the test compared to the benchmark sample (M=2.17, SD=.83). The results also suggest that technology-based assessment is feasible and reliable in Oshana region and indicated that students from Namibia do not have explicit inductive reasoning training in this age-range at school.
Journal of Studies in Education
This study investigates factors that motivated the first year undergraduate student teachers for ... more This study investigates factors that motivated the first year undergraduate student teachers for choosing teaching as a career and also explores their perceptions about the teaching profession in Namibia. The study consists of 80 First year student teachers, 40 from Hifikepunye Pohamba campus, and 40 from Khomasdal campus. Quantitative approach was used to identify some of the factors that motivated students to choose teaching as a career. Factor Influencing Teaching choices scale (FIT scale: Watt & Richardson, 2007) was used to investigate the student teachers’ motivation and perception of teaching as a career. Analysis of the data reveals that most of the participants value making social contribution and shaping children’s future. Moreover, factors such as university admission requirements, gender, stereotype of different grade level specialization, finance and the general socio-cultural image of teaching as a career in Namibia, among others, shaped the participants’ motivations a...
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES
The current study examines the beliefs and knowledge of primary teachers about self-regulated lea... more The current study examines the beliefs and knowledge of primary teachers about self-regulated learning (SRL). It also investigates the effects of gender, subject taught, and years of teaching experience on teachers' beliefs and knowledge about SRL. To this purpose, 80 teachers were chosen from different primary schools in Arar city of Saudi Arabia. Two questionnaires, "self-regulated learning teacher beliefs questionnaire (SRLTBQ)" and "teachers' knowledge of self-regulated learning" inventory (TSRLI), were used for data collection. Comparative descriptive design was used as the study design. The results of the study reveal that teachers' beliefs about SRL are high but that their knowledge of SRL are low. There is a significant correlation between the mean scores of teacher's reported beliefs about SRL and teacher' knowledge. The results also indicate that gender, subject taught, and years of experience have significant effects on some aspects of teachers' beliefs and knowledge.
Journal of African languages and literary studies, Aug 1, 2023
Advances in higher education and professional development book series, Jan 29, 2024
ICERI proceedings, Oct 31, 2023
Innovare Journal of Education
The study analyzed the Curriculum Reforms in Namibia’s progress, derailments, and possible soluti... more The study analyzed the Curriculum Reforms in Namibia’s progress, derailments, and possible solutions for a competitive future. Educational reform and curriculum revision are crucial to redressing apartheid colonialism’s inequitable and fragmented education system in Namibia and building a responsive curriculum that prepares students for a better future. While noticeable progress is observed regarding access to education, policy development, and curriculum reform, many challenges remain. Thus, this study aimed to review literature from Postcolonial Namibia to determine the causes of Namibia’s basic education responsiveness and transformation before and after independence. The paper argues that implementing a responsive curriculum is critical for many reasons. This study employed a qualitative approach encased in a phenomenological interpretive framework with the literary analysis of Namibia’s curriculum reform. Additionally, the paper was couched by Moll’s Curriculum Responsiveness T...
Innovare Journal of Education
This study investigated mathematics teachers’ understanding and practices of learner-centered tea... more This study investigated mathematics teachers’ understanding and practices of learner-centered teaching (LCT) in junior secondary schools within Katima Circuit in the Zambezi Region of Namibia. A qualitative study method was used and purposeful sampling procedures were used to select participants. Research instruments included open-ended interviews and recordings from twenty mathematics teachers in selected junior secondary schools in the Zambezi Region. Results of the study indicate that teachers understand the concepts of LCT and have adequate training and knowledge on the benefits and teaching approach in LCT due to the inclusion of the LCT methods in teacher education and other training workshops. However, the study also found that most mathematics teachers use only cooperative learning during teaching and learning mathematics. The study also identified significant challenges teachers face in implementing LCT, including overcrowded classrooms, lack of resources, and learners’ lac...
This study investigated mathematics teachers’ understanding and practices of learner-centered te... more This study investigated mathematics teachers’ understanding and practices of learner-centered teaching(LCT)in junior secondary schools within Katima Circuit in the Zambezi Region of Namibia. A qualitative study method was usedand purposeful sampling procedures were used to select participants. Research instruments included open-ended interviews and recordings from twenty mathematics teachers in selected junior secondary schools in the Zambezi Region. Results of the study indicate that teachers understand the concepts of LCTand have adequate training and knowledge on the benefits and teaching approach in LCTdue to the inclusion of the LCTmethods in teacher education and other training workshops. However, the study also found that most mathematics teachers use only cooperative learning during teaching and learning mathematics. The study also identified significant challenges teachers face in implementing LCT, including overcrowded classrooms, lack of resources, and learners’ lack of motivation. Considering the above findings, the study recommends that the government and stakeholders support teachers with resources and further staff development opportunities.
Namibian Journal for Research, Science and Technology
Background: Many studies have demonstrated the impact of research in many spheres of life. With t... more Background: Many studies have demonstrated the impact of research in many spheres of life. With the scientific knowledge on the rise, we postulated that impact of research is evident in different scientific fields, which includes education. It is not easy to provide a scholarly definition of the term impact of research as it lacks a standard definition and has various applications. Its uses ranges measuring specific measures to measuring different phenomena. However, impact of research is a demonstrable contribution outside academia. It is a benefit that society gets because of research activities and one way of archiving this benefit can be through the addition of value and improvement of the quality of life as a consequence of research. From the education perspective, the meaning of the impact of research may include the development of skills, knowledge, values, and cultural norms of a people. It is equally alluded to the ability to transform the art of teaching, which might lead ...
In recent years, a large number of studies have highlighted the importance and benefits of comput... more In recent years, a large number of studies have highlighted the importance and benefits of computer-based assessment (CBA; Csapó et al., 2012). A broad range of instruments, including observation protocol, tests and item banks, are available which can be used to assess different aspects of general cognitive development including reasoning skills which learners are expected to master at school (de Konig, 2000). The goal of our study was (1) to examine the feasibility and reliability of computer-based assessment in Namibia and China, in two culturally and infrastructurally different countries and (2) to compare students' development of inductive reasoning, the developmental level of which strongly influences the success of knowledge acquisition and application (Molnár et al., 2013), and thus the effectiveness of learning. The data collection was conducted in Namibia (N=621; 268 boys; 348 girls) and China (N=50; 27 boys; 23 girls) via the eDia platform in June 2016. Both the Namibian and the Chinese participants were average 12year-old students (Namibia: age mean=12.40, SD=1.19; China: age mean=12.28, SD=.50), but it in Namibia, they were 5 th and 7 th graders, and in China, 6 th graders. Students had 40 minutes to complete an online test measuring inductive reasoning. The test administered in Namibia consisted of 66 items, while the test prepared for Chinese students contained 53 items. The test versions contained 42 anchor items allowing achievement scores to be represented on a single scale. Both instruments comprised four subtests: figural series, figural analogy, number analogy and number series. The Rasch model was carried out for scaling the data. The reliabilities proved to be high in both countries (Cronbach's alpha for Namibia: .846; China: .725). Test completion did not mean any problem for the students in either country. Chinese students highly outperformed (M=2.17, SD=.83) Namibian students (M=-1.38, SD=.84) in both test (t=28.684, p<.001) and subtest level (figural series: t=21.063, p<.001, figural analogy: t=16.469, p<.001, number analogy: t=18.859, p<.001 and number series: t=18.536, p<.001). This confirms our hypotheses based on the PISA results of China. There was no significant development detectable between grades 5 and 7 in Namibia (t=1.822, p>.05), which means Namibian students do not have explicit inductive reasoning training in this age-range at school. However, this is the age when almost the fastest development is expected to occur regarding thinking skills (Molnár et al., 2013). There was no significant gender difference detectable in either of these countries. The results suggested that computer-based assessment is feasible and reliable in both Namibia and China even despite the huge cultural and infrastructural differences. Namibian students' inductive reasoning skills are far below the developmental level of Chinese students and are not explicitly enhanced at school, which must be a very important task for the future in the Namibian primary education. This study was funded by OTKA K115497.
This study was conducted at the school where I teach which is a semi-rural secondary school (Grad... more This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped less...
To enhance scientific content and investigative skills that help students to acquire problem solv... more To enhance scientific content and investigative skills that help students to acquire problem solving and lifelong learning skills, the assessment of scientific reasoning in science education has gained momentum of late. The purpose of this paper was to review and synthesize empirical studies on scientific reasoning skills and science education with the view to help improve science education in Namibia. Different methods were used to select and identify studies for this review. First, the multi-dimensional reviews of studies were based on publications between the late 90s to March 2016. Second, the publications were searched from different academic databases, such as but not limited to, EBSCO, Science Direct, Web of Science, ERIC, and the search engine Google Scholar. Third, a wide range of search terms were employed in searching for diversified studies. Amongst others, the findings from the literature reveal that, science education is vital as it; i) promotes a culture of scientific thinking and inspires citizens to use evidence-based reasoning for decision making, ii) ensures that citizens have the confidence, knowledge and skills to participate actively in an increasingly complex scientific and technological world. The literature also reveal that inquiry based lessons promote scientific reasoning skills in students and that scientific reasoning skills have a long term impact on students' achievement. Furthermore, it was found that in the K-12 education in the United States of America (USA), China and in most Organization for Economic Cooperation Development (OECD) countries, the development of scientific reasoning skills has been shown to have a long-term impact on students' academic achievement.
The aim of the paper was to explore the feasibility of assessing inductive reasoning using an onl... more The aim of the paper was to explore the feasibility of assessing inductive reasoning using an online platform in Namibia. Inductive reasoning (IR) is a general thinking skill related to almost all higher order cognitive skills and processes. It is regarded as one of the major skills that students ought to have in the 21 century. In recent years, a broad range of instruments, including observation protocol, tests and item banks, are available which can be used to assess different aspects of general cognitive development including reasoning skills which learners are expected to master at school. The goal of this study was (1) to examine the feasibility and reliability of computer-based assessment in Namibia, (2) to examine the students’ abilities and development of inductive reasoning, which developmental level strongly influences the success of knowledge acquisition and application, the effectiveness in learning. The data collection was conducted in Namibia (N=621; 268 boys; 348 girl...
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES
In recent years, a large number of studies have highlighted the importance and benefits of techno... more In recent years, a large number of studies have highlighted the importance and benefits of technologybased assessment. The goals of this study were (1) to examine the feasibility and reliability of technology-based assessment in Namibia; and (2) to assess students' abilities and the development of their inductive reasoning skills, comparing it with data from a small Chinese sample (N=50; 27 boys; 23 girls) using the same instrument as an indicative benchmark. The data collection was conducted in Oshana region, Namibia (N=621; 268 boys; 348 girls). Both the Namibian and the Chinese participants' average age was 12 years. The Rasch model was used for scaling the data and analysis. The reliabilities of the test proved to be high (Cronbach's α: .846). Namibian students performed significantly lower (M=-1.38, SD=.84) in the test compared to the benchmark sample (M=2.17, SD=.83). The results also suggest that technology-based assessment is feasible and reliable in Oshana region and indicated that students from Namibia do not have explicit inductive reasoning training in this age-range at school.
Journal of Studies in Education
This study investigates factors that motivated the first year undergraduate student teachers for ... more This study investigates factors that motivated the first year undergraduate student teachers for choosing teaching as a career and also explores their perceptions about the teaching profession in Namibia. The study consists of 80 First year student teachers, 40 from Hifikepunye Pohamba campus, and 40 from Khomasdal campus. Quantitative approach was used to identify some of the factors that motivated students to choose teaching as a career. Factor Influencing Teaching choices scale (FIT scale: Watt & Richardson, 2007) was used to investigate the student teachers’ motivation and perception of teaching as a career. Analysis of the data reveals that most of the participants value making social contribution and shaping children’s future. Moreover, factors such as university admission requirements, gender, stereotype of different grade level specialization, finance and the general socio-cultural image of teaching as a career in Namibia, among others, shaped the participants’ motivations a...
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES
The current study examines the beliefs and knowledge of primary teachers about self-regulated lea... more The current study examines the beliefs and knowledge of primary teachers about self-regulated learning (SRL). It also investigates the effects of gender, subject taught, and years of teaching experience on teachers' beliefs and knowledge about SRL. To this purpose, 80 teachers were chosen from different primary schools in Arar city of Saudi Arabia. Two questionnaires, "self-regulated learning teacher beliefs questionnaire (SRLTBQ)" and "teachers' knowledge of self-regulated learning" inventory (TSRLI), were used for data collection. Comparative descriptive design was used as the study design. The results of the study reveal that teachers' beliefs about SRL are high but that their knowledge of SRL are low. There is a significant correlation between the mean scores of teacher's reported beliefs about SRL and teacher' knowledge. The results also indicate that gender, subject taught, and years of experience have significant effects on some aspects of teachers' beliefs and knowledge.