1.

CHAPTER 1: INTRODUCTION
1.1. BACKGROUND
The study of physical science is very crucial for scientific and technological development of
the nation. The technological breakthrough may not be achieved without sound knowledge
and sustaining attitude towards physical science. The knowledge of physical science is plays
a major role in processing and manufacturing industry, medicine, pharmaceuticals, food
industry e.t.c. Osuafor and Okoro (2016) said that science education is essential for useful
living in any society. It is the center for producing resources necessary for scientific and
technological development, socio-economic need for progress of any nation.
Hindering effective teaching and learning of physical science has caused a lot of backward
and poor academics performances of senior secondary schools in Ohangwena region and
Namibia entirely. Science education researchers in Namibia have continued to look for
strategies of improving the situation and maximize significant learning of physical science by
the students.

Physical science is described as a branch of science which consist of physics, chemistry, and
geology which deal with natural forces and things that do not have life (Amutenya, 2017).
Beside the interrelatedness between these branches, physical science is also related to other
science subject like biology and mathematics. Considering the fact that physical science
plays a major role in fields like medicine, it is important that effort are geared towards
finding a solution to the students’ academic poor performances in this subject. Researchers
identified several factors responsible for the effective teaching and learning which lead to
poor performances. According to Nakanyala (2015), factors include lack of qualified and
experienced teachers, lack of educational instructional materials like textbook, visual and
audio visual aids, laboratories, conducive learning environment, over loaded syllabuses, lack
of interest on the parts of the students, poor teaching method/interaction pattern on the parts
of the teachers. Since independence, the Ministry of Education has been trying to reform the
education system in order to provide quality teaching and learning, and to improve learners‟
academic performance (Ministry of Education, 2012). However, in 2013 the Minister of
Education, David Namwandi, acknowledged that “Namibia is one of the countries with a
high failure rate, with only 23 percent pass rate for the 2013 Namibia Senior Secondary 6
 Certificate [NSSC] Ordinary Level for full-time and part-time candidates” (Tjimbundu, 2014,
p.14).
1.2. STATEMENT OF THE PROBLEM

The poor performance of the secondary school students in Physical science examinations
such as in NSSC Ordinary level and NSSC High level had been a matter of concern to both
the government and the Ohangwena region. This is due to the type of Methodologies
Teachers use, whereby they do not adjust their style of teaching to accommodate their
students, which leads to lack of skills and understanding to students. Many schools in the
Rural areas lack High tech approach to Learning. Especially when it comes to Physical
science, advancement in technology such as the use of internet is beneficial in the classroom
setting as it opens doors to unlimited resources. Physical science is one of the requirement for
students aspiring to do science and engineering courses at universities. The Directorate of
National Examinations and Assessment [DNEA] report of 2018, 2019 and 2020 indicated
that 13 out of 17 secondary schools in the Ohangwena region had been performing poorly in
Physical Science in the Namibia Senior Secondary Certificate [NSSC] Ordinary Level
examinations.

Learners who obtained E-U symbols in the National Examination in the three consecutive
years numbered 73.41%, 70.38% and 72.53% respectively (MoE, 2018, 2019, 2020). Despite
all the efforts being made by the Ministry of Education to enhance performance of students
in Physical science, the problem still remains. Therefore, this study seek to investigate the
factors affecting the effective teaching of Grade 12 Physical Science in 10 secondary schools
in the Ohangwena region of Namibia by addressing the following research objectives.

1.3. RESEARCH OBJECTIVES

This study intends to achieve the following objectives:
1. To determine the views of teachers and school principals on the factors affecting the
effective teaching of Grade 12 Physical Science in Ohangwena Educational Region
 2. To find out to what extent Grade 12 Physical Science teachers use effective teaching
methods in teaching Physical Science.
3. To produce strategies that can be implemented to improve the teaching of Grade 12
Physical Science in the Ohangwena Educational Region.

1.4. SIGNIFICANCE OF THE STUDY

In an effort to improve the teaching of Grade 12 Physical Science in the Ohangwena
Educational Region secondary schools and make the learning of Physical Science more
attractive to learners, this study could make important contributions to the literature on
education in Namibia. The findings might help in improving the teaching of Grade 12
Physical Science and provide grounds for further research. It might also help Physical
Science teachers to reconsider their teaching methods in order to improve learners’
performance in the Physical Science [NSSC] Ordinary Level examinations. It might provide
Physical Science teachers, Physical Science curriculum planners and government officials
with detailed information about the actual picture of Grade 12 Physical Science teaching and
learning in the secondary schools in the Ohangwena Educational Region, and possible
effective ways of improving the situation.
REFERENCES

Amutenya, M. N. (2017). Active Learner Participation: A study of the BETD INSERT

teachers’ classroom practices in the Ondangwa east and west regions. Thesis submitted in the
partial fulfilment of the award of a master degree. Windhoek: University of Namibia.

Ministry of Education. (2018). Circular: DNEA 22/2019. NSSCO Senior Level examination
2014.Windhoek: DNEA.

Nakanyala, L., (2015). Teaching Methods for Physical Science Module 2.Learner-Centred
Teaching. University of Namibia. Windhoek: Centre of External Studies.

Osuafor, R., & Okoro, M., (2016). Learning style and teaching methods preferences of
Saudi Students of physical therapy. Journal of Family and Community Medicine, 20 (3), 192-
197.

Tjimbundu, M. (2014). Namwandi Speaks Out. Vision 2030 Focus, p.14. Vaughn, S. & Bos,
C.S. (2012). Strategies for teaching students with learning and behaviour problems (8th ed.).
Canada: Pearson Education, Inc.