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Papers by Maimbolwa Namuchana
Asian Research Journal of Mathematics
This study sought to investigate the effectiveness of the mathematics laboratory method in enhanc... more This study sought to investigate the effectiveness of the mathematics laboratory method in enhancing learner achievements in mathematics of Grade 12 pupils. The specific objectives of this study were to; investigate the extent to which the Mathematics Laboratory Method enhances Grade 12 academic performance in Mathematics, and to establish the challenges faced by Secondary Schools in establishing Mathematical laboratories. The study employed a mixed method approach, a concurrent triangulation design was used, with a sample size of 120 pupils and 12 teachers from the 3 selected secondary schools. Simple random sampling was used on the pupils and purposive sampling teaching was used to select the teachers. The control group and the experimental group were subjected to a pre-test where an independent sample T-test was used to test the hypothesis. The mean pre- test scores were 52% and 54% for the experimental and control group respectively. Further, statistical analysis revealed that t...
Asian Research Journal of Mathematics
This study sought to investigate the effectiveness of the mathematics laboratory method in enhanc... more This study sought to investigate the effectiveness of the mathematics laboratory method in enhancing learner achievements in mathematics of Grade 12 pupils. The specific objectives of this study were to; investigate the extent to which the Mathematics Laboratory Method enhances Grade 12 academic performance in Mathematics, and to establish the challenges faced by Secondary Schools in establishing Mathematical laboratories. The study employed a mixed method approach, a concurrent triangulation design was used, with a sample size of 120 pupils and 12 teachers from the 3 selected secondary schools. Simple random sampling was used on the pupils and purposive sampling teaching was used to select the teachers. The control group and the experimental group were subjected to a pre-test where an independent sample T-test was used to test the hypothesis. The mean pre- test scores were 52% and 54% for the experimental and control group respectively. Further, statistical analysis revealed that t...
Asian Research Journal of Mathematics, 2022
This study sought to investigate the effectiveness of the mathematics laboratory method in enhanc... more This study sought to investigate the effectiveness of the mathematics laboratory method in enhancing learner achievements in mathematics of Grade 12 pupils. The specific objectives of this study were to; investigate the extent to which the Mathematics Laboratory Method enhances Grade 12 academic performance in Mathematics, and to establish the challenges faced by Secondary Schools in establishing Mathematical laboratories. The study employed a mixed method approach, a concurrent triangulation design was used, with a sample size of 120 pupils and 12 teachers from the 3 selected secondary schools. Simple random sampling was used on the pupils and purposive sampling teaching was used to select the teachers. The control group and the experimental group were subjected to a pre-test where an independent sample T-test was used to test the hypothesis. The mean pre-test scores were 52% and 54% for the experimental and control group respectively. Further, statistical analysis revealed that there was no statistically significant difference in the pre-test results between the two groups. On the other hand, results for the post test, which was administered after the control group was taught using the traditional method of teaching and experimental group using the mathematics laboratory method showed a statistically significant difference. The mean score for the post-test
International Journal of Education Humanities and Social Science
Continuous professional development (CPD) is a critical component of a teacher's professional ski... more Continuous professional development (CPD) is a critical component of a teacher's professional skill. It is regarded as a personal commitment made by teaching professionals to improve their knowledge, abilities, and competencies over the course of their careers. This paper reviews CPD policies, approaches, and implementation strategies in enhancing teacher competencies in the Southern African Development Community (SADC) region so as to provide context-based lessons among member countries. The review is guided by three objectives: To compare and contrast key features underlying the implementation, experiences, and practices of CPD in the SADC region: To explore the approaches to delivering CPD competencies in the SADC region; and to assess the roles and responsibilities of key stakeholders in the implementation of CPD activities. The review is underpinned by the Reflective Practice Theory founded by Donald Schon in 1983 and evoked a descriptive case study design, where CPD activities in 9 SADC member countries are reviewed. All the data used were collected through secondary sources which include CPD frameworks, policy documents and journal articles among others. Findings reveal that a number of countries do not have a clear CPD policy while others were working towards the development of the policy. It was further established that the CPD approaches practiced in the region training were; awardbearing; deficit; cascade; standards-based; and coaching/mentoring among others. Key stakeholders in CPD implementation were, Teachers; Teacher Education Institutions-Universities and Colleges of Education; Ministries of Education; Regional Non-Governmental Organizations; and Regulatory Bodies/ Teaching Councils. The study concludes there was a need to strengthen policies and implementation strategies of CPD if it to bear its intended purpose of enhancing teacher competencies.
International Journal of Education Humanities and Social Science
Continuous professional development (CPD) is a critical component of a teacher's professional ski... more Continuous professional development (CPD) is a critical component of a teacher's professional skill. It is regarded as a personal commitment made by teaching professionals to improve their knowledge, abilities, and competencies over the course of their careers. This paper reviews CPD policies, approaches, and implementation strategies in enhancing teacher competencies in the Southern African Development Community (SADC) region so as to provide context-based lessons among member countries. The review is guided by three objectives: To compare and contrast key features underlying the implementation, experiences, and practices of CPD in the SADC region: To explore the approaches to delivering CPD competencies in the SADC region; and to assess the roles and responsibilities of key stakeholders in the implementation of CPD activities. The review is underpinned by the Reflective Practice Theory founded by Donald Schon in 1983 and evoked a descriptive case study design, where CPD activities in 9 SADC member countries are reviewed. All the data used were collected through secondary sources which include CPD frameworks, policy documents and journal articles among others. Findings reveal that a number of countries do not have a clear CPD policy while others were working towards the development of the policy. It was further established that the CPD approaches practiced in the region training were; awardbearing; deficit; cascade; standards-based; and coaching/mentoring among others. Key stakeholders in CPD implementation were, Teachers; Teacher Education Institutions-Universities and Colleges of Education; Ministries of Education; Regional Non-Governmental Organizations; and Regulatory Bodies/ Teaching Councils. The study concludes there was a need to strengthen policies and implementation strategies of CPD if it to bear its intended purpose of enhancing teacher competencies.
International Journal of Education Humanities and Social Science, 2022
Continuous professional development (CPD) is a critical component of a teacher's professional ski... more Continuous professional development (CPD) is a critical component of a teacher's professional skill. It is regarded as a personal commitment made by teaching professionals to improve their knowledge, abilities, and competencies over the course of their careers. This paper reviews CPD policies, approaches, and implementation strategies in enhancing teacher competencies in the Southern African Development Community (SADC) region so as to provide context-based lessons among member countries. The review is guided by three objectives: To compare and contrast key features underlying the implementation, experiences, and practices of CPD in the SADC region: To explore the approaches to delivering CPD competencies in the SADC region; and to assess the roles and responsibilities of key stakeholders in the implementation of CPD activities. The review is underpinned by the Reflective Practice Theory founded by Donald Schon in 1983 and evoked a descriptive case study design, where CPD activities in 9 SADC member countries are reviewed. All the data used were collected through secondary sources which include CPD frameworks, policy documents and journal articles among others. Findings reveal that a number of countries do not have a clear CPD policy while others were working towards the development of the policy. It was further established that the CPD approaches practiced in the region training were; awardbearing; deficit; cascade; standards-based; and coaching/mentoring among others. Key stakeholders in CPD implementation were, Teachers; Teacher Education Institutions-Universities and Colleges of Education; Ministries of Education; Regional Non-Governmental Organizations; and Regulatory Bodies/ Teaching Councils. The study concludes there was a need to strengthen policies and implementation strategies of CPD if it to bear its intended purpose of enhancing teacher competencies.
The article sought to examine the nature of secondary school dropouts in selected secondary schoo... more The article sought to examine the nature of secondary school dropouts in selected secondary schools in Mongu district. The objectives of the paper were anchored on understanding the causes of secondary school dropouts and to establish the proportion of learners that dropped out for the period 2012-2017 in Mongu district. This article employed a concurrent mixed method design that involved combining qualitative and quantitative research. In qualitative perspectives, interview guides were central while the usage of questionnaires were key in empirical quantitative investigation. Purposive and simple random sampling were used to select interviewees and respondents respectively. The sample size was 232 participants who included; 90 teachers and 122 pupils that responded to the questionnaire, and 6 Head teachers, 3 planners, 1 DEBS and 10 dropouts that were key informant interviewees. Furthermore, qualitative data was analysed according to emerging themes while quantitative data was anal...
The article sought to examine the nature of secondary school dropouts in selected secondary schoo... more The article sought to examine the nature of secondary school dropouts in selected secondary schools in Mongu district. The objectives of the paper were anchored on understanding the causes of secondary school dropouts and to establish the proportion of learners that dropped out for the period 2012-2017 in Mongu district. This article employed a concurrent mixed method design that involved combining qualitative and quantitative research. In qualitative perspectives, interview guides were central while the usage of questionnaires were key in empirical quantitative investigation. Purposive and simple random sampling were used to select interviewees and respondents respectively. The sample size was 232 participants who included; 90 teachers and 122 pupils that responded to the questionnaire, and 6 Head teachers, 3 planners, 1 DEBS and 10 dropouts that were key informant interviewees. Furthermore, qualitative data was analysed according to emerging themes while quantitative data was anal...
Asian Research Journal of Mathematics
This study sought to investigate the effectiveness of the mathematics laboratory method in enhanc... more This study sought to investigate the effectiveness of the mathematics laboratory method in enhancing learner achievements in mathematics of Grade 12 pupils. The specific objectives of this study were to; investigate the extent to which the Mathematics Laboratory Method enhances Grade 12 academic performance in Mathematics, and to establish the challenges faced by Secondary Schools in establishing Mathematical laboratories. The study employed a mixed method approach, a concurrent triangulation design was used, with a sample size of 120 pupils and 12 teachers from the 3 selected secondary schools. Simple random sampling was used on the pupils and purposive sampling teaching was used to select the teachers. The control group and the experimental group were subjected to a pre-test where an independent sample T-test was used to test the hypothesis. The mean pre- test scores were 52% and 54% for the experimental and control group respectively. Further, statistical analysis revealed that t...
Asian Research Journal of Mathematics
This study sought to investigate the effectiveness of the mathematics laboratory method in enhanc... more This study sought to investigate the effectiveness of the mathematics laboratory method in enhancing learner achievements in mathematics of Grade 12 pupils. The specific objectives of this study were to; investigate the extent to which the Mathematics Laboratory Method enhances Grade 12 academic performance in Mathematics, and to establish the challenges faced by Secondary Schools in establishing Mathematical laboratories. The study employed a mixed method approach, a concurrent triangulation design was used, with a sample size of 120 pupils and 12 teachers from the 3 selected secondary schools. Simple random sampling was used on the pupils and purposive sampling teaching was used to select the teachers. The control group and the experimental group were subjected to a pre-test where an independent sample T-test was used to test the hypothesis. The mean pre- test scores were 52% and 54% for the experimental and control group respectively. Further, statistical analysis revealed that t...
Asian Research Journal of Mathematics, 2022
This study sought to investigate the effectiveness of the mathematics laboratory method in enhanc... more This study sought to investigate the effectiveness of the mathematics laboratory method in enhancing learner achievements in mathematics of Grade 12 pupils. The specific objectives of this study were to; investigate the extent to which the Mathematics Laboratory Method enhances Grade 12 academic performance in Mathematics, and to establish the challenges faced by Secondary Schools in establishing Mathematical laboratories. The study employed a mixed method approach, a concurrent triangulation design was used, with a sample size of 120 pupils and 12 teachers from the 3 selected secondary schools. Simple random sampling was used on the pupils and purposive sampling teaching was used to select the teachers. The control group and the experimental group were subjected to a pre-test where an independent sample T-test was used to test the hypothesis. The mean pre-test scores were 52% and 54% for the experimental and control group respectively. Further, statistical analysis revealed that there was no statistically significant difference in the pre-test results between the two groups. On the other hand, results for the post test, which was administered after the control group was taught using the traditional method of teaching and experimental group using the mathematics laboratory method showed a statistically significant difference. The mean score for the post-test
International Journal of Education Humanities and Social Science
Continuous professional development (CPD) is a critical component of a teacher's professional ski... more Continuous professional development (CPD) is a critical component of a teacher's professional skill. It is regarded as a personal commitment made by teaching professionals to improve their knowledge, abilities, and competencies over the course of their careers. This paper reviews CPD policies, approaches, and implementation strategies in enhancing teacher competencies in the Southern African Development Community (SADC) region so as to provide context-based lessons among member countries. The review is guided by three objectives: To compare and contrast key features underlying the implementation, experiences, and practices of CPD in the SADC region: To explore the approaches to delivering CPD competencies in the SADC region; and to assess the roles and responsibilities of key stakeholders in the implementation of CPD activities. The review is underpinned by the Reflective Practice Theory founded by Donald Schon in 1983 and evoked a descriptive case study design, where CPD activities in 9 SADC member countries are reviewed. All the data used were collected through secondary sources which include CPD frameworks, policy documents and journal articles among others. Findings reveal that a number of countries do not have a clear CPD policy while others were working towards the development of the policy. It was further established that the CPD approaches practiced in the region training were; awardbearing; deficit; cascade; standards-based; and coaching/mentoring among others. Key stakeholders in CPD implementation were, Teachers; Teacher Education Institutions-Universities and Colleges of Education; Ministries of Education; Regional Non-Governmental Organizations; and Regulatory Bodies/ Teaching Councils. The study concludes there was a need to strengthen policies and implementation strategies of CPD if it to bear its intended purpose of enhancing teacher competencies.
International Journal of Education Humanities and Social Science
Continuous professional development (CPD) is a critical component of a teacher's professional ski... more Continuous professional development (CPD) is a critical component of a teacher's professional skill. It is regarded as a personal commitment made by teaching professionals to improve their knowledge, abilities, and competencies over the course of their careers. This paper reviews CPD policies, approaches, and implementation strategies in enhancing teacher competencies in the Southern African Development Community (SADC) region so as to provide context-based lessons among member countries. The review is guided by three objectives: To compare and contrast key features underlying the implementation, experiences, and practices of CPD in the SADC region: To explore the approaches to delivering CPD competencies in the SADC region; and to assess the roles and responsibilities of key stakeholders in the implementation of CPD activities. The review is underpinned by the Reflective Practice Theory founded by Donald Schon in 1983 and evoked a descriptive case study design, where CPD activities in 9 SADC member countries are reviewed. All the data used were collected through secondary sources which include CPD frameworks, policy documents and journal articles among others. Findings reveal that a number of countries do not have a clear CPD policy while others were working towards the development of the policy. It was further established that the CPD approaches practiced in the region training were; awardbearing; deficit; cascade; standards-based; and coaching/mentoring among others. Key stakeholders in CPD implementation were, Teachers; Teacher Education Institutions-Universities and Colleges of Education; Ministries of Education; Regional Non-Governmental Organizations; and Regulatory Bodies/ Teaching Councils. The study concludes there was a need to strengthen policies and implementation strategies of CPD if it to bear its intended purpose of enhancing teacher competencies.
International Journal of Education Humanities and Social Science, 2022
Continuous professional development (CPD) is a critical component of a teacher's professional ski... more Continuous professional development (CPD) is a critical component of a teacher's professional skill. It is regarded as a personal commitment made by teaching professionals to improve their knowledge, abilities, and competencies over the course of their careers. This paper reviews CPD policies, approaches, and implementation strategies in enhancing teacher competencies in the Southern African Development Community (SADC) region so as to provide context-based lessons among member countries. The review is guided by three objectives: To compare and contrast key features underlying the implementation, experiences, and practices of CPD in the SADC region: To explore the approaches to delivering CPD competencies in the SADC region; and to assess the roles and responsibilities of key stakeholders in the implementation of CPD activities. The review is underpinned by the Reflective Practice Theory founded by Donald Schon in 1983 and evoked a descriptive case study design, where CPD activities in 9 SADC member countries are reviewed. All the data used were collected through secondary sources which include CPD frameworks, policy documents and journal articles among others. Findings reveal that a number of countries do not have a clear CPD policy while others were working towards the development of the policy. It was further established that the CPD approaches practiced in the region training were; awardbearing; deficit; cascade; standards-based; and coaching/mentoring among others. Key stakeholders in CPD implementation were, Teachers; Teacher Education Institutions-Universities and Colleges of Education; Ministries of Education; Regional Non-Governmental Organizations; and Regulatory Bodies/ Teaching Councils. The study concludes there was a need to strengthen policies and implementation strategies of CPD if it to bear its intended purpose of enhancing teacher competencies.
The article sought to examine the nature of secondary school dropouts in selected secondary schoo... more The article sought to examine the nature of secondary school dropouts in selected secondary schools in Mongu district. The objectives of the paper were anchored on understanding the causes of secondary school dropouts and to establish the proportion of learners that dropped out for the period 2012-2017 in Mongu district. This article employed a concurrent mixed method design that involved combining qualitative and quantitative research. In qualitative perspectives, interview guides were central while the usage of questionnaires were key in empirical quantitative investigation. Purposive and simple random sampling were used to select interviewees and respondents respectively. The sample size was 232 participants who included; 90 teachers and 122 pupils that responded to the questionnaire, and 6 Head teachers, 3 planners, 1 DEBS and 10 dropouts that were key informant interviewees. Furthermore, qualitative data was analysed according to emerging themes while quantitative data was anal...
The article sought to examine the nature of secondary school dropouts in selected secondary schoo... more The article sought to examine the nature of secondary school dropouts in selected secondary schools in Mongu district. The objectives of the paper were anchored on understanding the causes of secondary school dropouts and to establish the proportion of learners that dropped out for the period 2012-2017 in Mongu district. This article employed a concurrent mixed method design that involved combining qualitative and quantitative research. In qualitative perspectives, interview guides were central while the usage of questionnaires were key in empirical quantitative investigation. Purposive and simple random sampling were used to select interviewees and respondents respectively. The sample size was 232 participants who included; 90 teachers and 122 pupils that responded to the questionnaire, and 6 Head teachers, 3 planners, 1 DEBS and 10 dropouts that were key informant interviewees. Furthermore, qualitative data was analysed according to emerging themes while quantitative data was anal...