Teachers’ Perceptions Of The Introduction Of Computer-Assisted Learning In Mathematics In Rural Senior Secondary Schools In The Zambezi Region, Namibia

ABSTRACT

After Namibia’s independence, the government of the Republic of Namibia embarked on creating opportunities for Informational Communication Technologies (ICT). The Namibian government started with the development of policies for ICT implementation and integration in Namibian schools, which targeted the introduction and implementation of ICT in primary schools, secondary schools, the colleges of education then and the universities. The policies stipulate the need for infrastructure development, internet connectivity as well as technical support at all levels of implementation. The equal distribution of resources was one of the key elements in the implementation, for the rural schools to benefit equally as urban schools.

This research study investigated the teachers’ perceptions of the introduction of Computer-Assisted Learning (CAL) in Mathematics in rural senior secondary schools in the Zambezi Region of Namibia. To achieve this goal, three research questions were formulated in order to facilitate a better understanding of teachers’ perceptions of the introduction of CAL in the Mathematics classroom, namely:

a) How do teachers perceive the introduction of Computer-Assisted Learning (CAL) in Mathematics classrooms in the selected schools?

b) How do teachers envisage Computer-Assisted Learning (CAL) lessons to be introduced/implemented in the case schools?

c) What characteristics of Computer-Assisted Learning environment do teachers perceive as important for their positive decision making to use computers in a Mathematics class in the case schools?

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This study is a qualitative study whose methods for collecting data were individual interviews and group interviews. A total of twelve (12) NSSCO Mathematics teachers from the selected rural senior secondary schools in the Zambezi Region participated in this study. These Mathematics teachers from seven rural senior secondary schools where purposively selected.

The main findings of the study were that Mathematics teachers from rural senior secondary schools in the Zambezi Region perceived the introduction of Computer-Assisted Learning in the Mathematics classroom in a very positive way. The findings also revealed that Mathematics teachers perceive the introduction of CAL fitting in the NSSCO Mathematics curriculum and the majority suggest the introduction to start as early as upper primary schooling. However, they consider provision of facilities and services such as computer labs, internet connectivity and technical personnel support to be the important components of the effective introduction or implementation of CAL, with a two-third of them indicating a one to one intervention as the best approach. The findings revealed that Mathematics teachers see themselves as instructors and facilitators during the Computer-Assisted Learning lessons.

For the successful introduction or implementation of Computer-Assisted Learning, the education stakeholders have to address the following aspects perceived as problems that could hinder the effective introduction or implementation of CAL. These problems are: lack of computers and computer laboratories, lack of space to convert into a computer laboratory, lack of internet connectivity, computer literacy among learners and teachers, lack of technical support, power failure, ICT security, limited time and funding.