Grade 12 learners in one Namibian secondary school participated in a study of science process skills implied in their International General Certificate of Secondary Education (IGCSE) physical science syllabus. The study aimed at finding out learners’ ability to identify science process skills in their physical science syllabus, criteria used to identify skills and whether any relationship existed between learners’ achievement in performing skills and learners’ ability in identifying the skills. Four physical science syllabus topics were taught. Learners performed and identified science process skills in learning and assessment tasks. A One Group Pretest-Posttest research design was used in a combined qualitative and quantitative research method. Data revealed that learners identified science process skills. Science processes performed during learning experiences were used as criteria to confirm presence of the skills. Learners’ achievement increased in performing and identifying science process skills after intervention activities. There seemed no relationship between learners’ achievement in performing and learners’ ability in identifying science process skills. / Science and Technology Education / M. Ed. (Natural Science Education)

This study, the effects of computer simulations on the teaching and learning of Atomic Combinations was carried out in the Tshwane North District of Gauteng Province in South Africa. The study employed a non-randomized control-group pre-test and post-test quasi-experimental design involving two grade 11 Physical Science classes; one as an experimental (52) and the other as a control group (53). An Achievement Test consisting of 30 multiple-choice questions and a Structured Questionnaire designed for teacher and learner participants were the principal data collection tools used. The questionnaire was developed to answer research questions two and three that guided this study. The questionnaire tested how much learners and teachers were familiar with the use of computers and if there were any hindrances to computer usage. The achievement test instrument was administered as a pre-test and post-test to answer research question one. The experimental group received computer-assisted teaching and the control group was taught using traditional teaching method (lecture) on the same topics. The intervention took two and a half weeks for each of the schools involved in the study. Analyses of scores of the two groups in post-test were compared using Statistical Package for the Social Sciences (SPSS) independent t-test version 16.0. The results showed that t = 0.467, df = 103, p = 0.048 and the Sig. (2-tailed) value is 0.641. Since sig. (2-tailed) value is greater than 0.05, it can be concluded that there is no statistical significant difference between the experimental group and the control group. / Science and Technology Education / M. Sc. (Mathematics, Science & Technology Education)

The National Senior Certificate Examination results for Physical Sciences have recently declined, particularly in the province of KwaZulu-Natal. This study identified the causes of poor learner performance in Physical Sciences in grade 12 in the Further Education and Training (FET) phase in public schools in the Pinetown District, KwaZulu-Natal. The study employed a quantitative as well as a qualitative approach. Two public schools in the Pinetown District participated in this study. The identities of all respondents were protected. Upon analysis of the results, several contributory factors for poor performance were identified; no single factor was accountable for poor performance in Physical Sciences. Recommendations for improvement in the areas identified were provided and topics for future research on the curriculum of grade 8 and 9 Natural Science were suggested. / Education / M.ED (Curriculum Studies)

This study investigated learners’ and educators’ perceptions of cell-phone use in the learning of Physical Sciences. The theory underpinning the study was the adoption model based on the theory of reasoned action (TRA) and the theory of technology acceptance (TAM). A mixed-method approach was applied. The instruments used to collect data were questionnaires, focus groups and interview schedules. The strategies used to analyse data were thematic analysis, cluster analysis and factor analysis. Data were coded and organized into descriptive themes, and differences between variables were noted. A mixed-gender sample of science learners aged 15 to 22 years and educators participated in the study. Both the qualitative and the quantitative data revealed that the learners and the educators had predominantly positive perceptions of the use of cell phones in the learning of Physical Sciences. / Science and Technology Education / M. Ed. (Natural Science Education)

The two-part Views on Chemistry Practicals (VOCP) instrument for measuring the views of grade 10 to 12 Physical Science students about the benefits and problems of Chemistry practicals was empirically developed and trialed using six schools in Gauteng. The summary part of the resultant VOCP instrument comprises 24 Likert items and the explanatory part comprises 24 multiple-choice items with 163 options, thus creating a unique current record of a wide range of students' views of chemistry practicals and providing teachers with a tool for improving chemistry practicals. The trial of the instrument with 230 students from three schools indicated that the summary part of the instrument is reliable (Cronbach alpha coefficient) and that a shortened explanatory part of the instrument is reliable (Chi squared values for 17 items with 98 options). The validity of the VOCP instrument was established through the empirical development of the instrument using triangulation of data. / Educational Studies / M.Ed. (Natural Science Education)

Grade 12 learners in one Namibian secondary school participated in a study of science process skills implied in their International General Certificate of Secondary Education (IGCSE) physical science syllabus. The study aimed at finding out learners’ ability to identify science process skills in their physical science syllabus, criteria used to identify skills and whether any relationship existed between learners’ achievement in performing skills and learners’ ability in identifying the skills. Four physical science syllabus topics were taught. Learners performed and identified science process skills in learning and assessment tasks. A One Group Pretest-Posttest research design was used in a combined qualitative and quantitative research method. Data revealed that learners identified science process skills. Science processes performed during learning experiences were used as criteria to confirm presence of the skills. Learners’ achievement increased in performing and identifying science process skills after intervention activities. There seemed no relationship between learners’ achievement in performing and learners’ ability in identifying science process skills. / Science and Technology Education / M. Ed. (Natural Science Education)

The National Senior Certificate Examination results for Physical Sciences have recently declined, particularly in the province of KwaZulu-Natal. This study identified the causes of poor learner performance in Physical Sciences in grade 12 in the Further Education and Training (FET) phase in public schools in the Pinetown District, KwaZulu-Natal. The study employed a quantitative as well as a qualitative approach. Two public schools in the Pinetown District participated in this study. The identities of all respondents were protected. Upon analysis of the results, several contributory factors for poor performance were identified; no single factor was accountable for poor performance in Physical Sciences. Recommendations for improvement in the areas identified were provided and topics for future research on the curriculum of grade 8 and 9 Natural Science were suggested. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study, the effects of computer simulations on the teaching and learning of Atomic Combinations was carried out in the Tshwane North District of Gauteng Province in South Africa. The study employed a non-randomized control-group pre-test and post-test quasi-experimental design involving two grade 11 Physical Science classes; one as an experimental (52) and the other as a control group (53). An Achievement Test consisting of 30 multiple-choice questions and a Structured Questionnaire designed for teacher and learner participants were the principal data collection tools used. The questionnaire was developed to answer research questions two and three that guided this study. The questionnaire tested how much learners and teachers were familiar with the use of computers and if there were any hindrances to computer usage. The achievement test instrument was administered as a pre-test and post-test to answer research question one. The experimental group received computer-assisted teaching and the control group was taught using traditional teaching method (lecture) on the same topics. The intervention took two and a half weeks for each of the schools involved in the study. Analyses of scores of the two groups in post-test were compared using Statistical Package for the Social Sciences (SPSS) independent t-test version 16.0. The results showed that t = 0.467, df = 103, p = 0.048 and the Sig. (2-tailed) value is 0.641. Since sig. (2-tailed) value is greater than 0.05, it can be concluded that there is no statistical significant difference between the experimental group and the control group. / Science and Technology Education / M. Sc. (Mathematics, Science & Technology Education)

This study investigates variables that influence choice of Physical Science as a secondary school subject. The variables are pupil, home environment, teacher and school environment. A questionnaire was administered to 849 grade 9 pupils. The following findings are recorded: The better pupils achieve in Science the more likely that they will further their studies in Science. If pupils have positive self-concepts, beliefs about, attitudes and interest in Science and enjoyed Science at primary school they are inclined to choose Science as a subject. Pupils who choose Science view it as a valuable subject for daily life, have parents who evaluate Science favourably and come from better socio-economic backgrounds than those who do not choose Science. These pupils also view the attitudes, personalities, competencies and methods of assessment of their Science teachers positively. Finally, they perceive the Science curricula and textbooks as beneficial. / Psychology of Education / M. Ed. (Psychology of Education)

This study investigates variables that influence choice of Physical Science as a secondary school subject. The variables are pupil, home environment, teacher and school environment. A questionnaire was administered to 849 grade 9 pupils. The following findings are recorded: The better pupils achieve in Science the more likely that they will further their studies in Science. If pupils have positive self-concepts, beliefs about, attitudes and interest in Science and enjoyed Science at primary school they are inclined to choose Science as a subject. Pupils who choose Science view it as a valuable subject for daily life, have parents who evaluate Science favourably and come from better socio-economic backgrounds than those who do not choose Science. These pupils also view the attitudes, personalities, competencies and methods of assessment of their Science teachers positively. Finally, they perceive the Science curricula and textbooks as beneficial. / Psychology of Education / M. Ed. (Psychology of Education)