Factors influencing low grade 12 biology performances in two rural secondary schools in Oshigambo circuit, Oshikoto region, Namibia

Abstract

This study explores the challenges faced by teachers in the teaching of Biology at two rural secondary schools in the Oshigambo Circuit, Oshikoto Region, Namibia. The study aims to identify and understand the factors that contribute to the low performance of Grade 12 learners in Biology. A purposive sampling technique was used to select 10 participants, including teachers, who completed open-ended questionnaires. Thematic analysis was employed to analyze the data and identify key themes related to the challenges faced by teachers. The study uncovered that participants' perceptions of Biology education indicated its challenging nature, relevance to future goals, and an overall sense of learner enjoyment. Additionally, the study reveals that Biology is inherently interesting and requires the development of specific study habits for mastery. It recommends several strategies, including the implementation of inquiry-based learning, provision of authentic and real-world applications, enhancement of practical experiences, and fostering a supportive learning environment. Furthermore, it emphasizes the importance of promoting student self-efficacy, differentiating instruction, incorporating technology and multimedia, providing professional development for teachers, and involving parents and guardians in the learning process. The significance of this study extends beyond the Oshigambo Circuit, linking the findings to broader educational policies aimed at improving science education across Namibia. Further research is suggested to explore additional contributing factors, conduct comparative studies, and evaluate interventions to address the identified challenges.