Title:

How does the use of modern technology impact the academic

performance of grade 7 learners in Social Studies? A case study of
school XYZ in Zambezi region.

A project submitted in partial fulfillment of the requirements

for the Degree of Bachelor in Secondary Education (Honours)

Department: Education (Upper Primary)

University of Namibia

Katima Mulilo Campus

By

Student Name: Mr. ………

Student Number: ………..

Supervisor: Mr. Masule Nyambe

June, 2021
 ABSTRACT

Nowadays, Information and Communication Technologies (ICT) shows a leading role in the

educational sector, particularly in the development and empowering of junior secondary

schools and has thus been known to be a catalyst for improving teaching and learning

processes. The objectives of this study is to identify the technologies which would be suited

for the school in the Zambezi region, to investigate the readiness of the school to implement

different technologies and to define a strategy that can be used to make learning and teaching

Social studies using technology a viable option for the school. The research design method to

be used for this study is content analysis method of research through a conceptual

review, which is principally a phenomenological method of qualitative research. The study

is aimed at revealing whether or not the teaching and learning processes in Social studies can

improve through the use of ICT in Junior Secondary Schools in Namibia in general and in the

Zambezi region in particular. Based on this research, it will be recommended that stakeholders

should make ICT more accessible to Social studies teachers so as to apply new knowledge and

skills learnt in improving teaching and learning processes (especially if it has not been put to

use).

i
 Table of Contents
ABSTRACT ............................................................................................................................................... i
ACKNOWLEDGEMENTS ............................................................................
DECLARATION ..........................................................................................
CHAPTER ONE ....................................................................................................................................... 1
1.0 BACKGROUND AND STATEMENT OF THE PROBLEM .................................................................... 1
1.1 Introduction ............................................................................................................................. 1
1.2 Background of the study ......................................................................................................... 1
1.3 Statement of the problem ....................................................................................................... 2
1.4 Objectives of the study .............................................................................................................
3
1.5 Rationale or significance of the study ..................................................................................... 3
1.6 Limitation of the study ............................................................................................................ 4
1.7 Delimitations of the study ....................................................................................................... 4
1.8 Definition of terms .................................................................................................................. 4
1.9 Conclusion…………………..……………………………………………………………………………………………………….4

CHAPTER TWO ...................................................................................................................................... 5

2.0 LITERATURE REVIEW ..................................................................................................................... 5
1.1 Introduction ............................................................................................................................. 5
2.2 Technology as an enabler ........................................................................................................ 5
2.3 E-learning and teaching resources .......................................................................................... 6
2.4 Cost saving technology ............................................................................................................ 6
2.5 Digital learning can be fun ....................................................................................................... 7
2.6 Learning beyond the school day .............................................................................................. 7
2.7 Resources for teaching ............................................................................................................ 8
2.8 Learner paced teaching ........................................................................................................... 8
2.9 The challenges of using technology in teaching and learning ................................................. 9
2.10 Conclusion………………..………………………………………………………………………………..…………………10

CHAPTER 3 ............................................................................................................................................ 1
3.0 RESEARCH METHODOLOGY .......................................................................................................... 1
3.1 Introduction ............................................................................................................................. 1
3.2 Research Approach .................................................................................................................. 1
3.3 Population ............................................................................................................................... 2

ii
 3.4 Sample ..................................................................................................................................... 2
3.5 Data Collection ........................................................................................................................ 2
3.5.1 Interviews ............................................................................................................................... 3
3.6 Ethical Considerations ............................................................................................................... 3
3.9 Conclusion…………………..……………………………………………………………………………………………………..13

REFERENCES .......................................................................................................................................... 4

iii
 CHAPTER ONE

1.0 BACKGROUND AND STATEMENT OF THE PROBLEM

1.1 Introduction

The current COVID-19 crisis that has gripped the whole world has, in a big way, exposed many

developing countries’ inability to function without the aid of technology. In many developed

countries, education has not ground to a standstill as it has done in certain parts of

Africa, Namibia included. The unpreparedness of Africa’s educational systems to take full

advantage of technologies available for educational purposes is clear. With the proliferation of

technologies such as internet, computer assisted teaching and learning and various other

elearning platforms, we live in a world where we have information at our fingers tips thereby

making learning and teaching a boundless affair. Social studies teaching and learning, like any

other subject in the school curricula, would immensely benefit from available technologies.

1.2 Background of the study

Improving education is a critical issue for our society, and the Namibian government, through

the Ministry of Education, Arts and Culture (MoEAC) has been in the forefront of developing

a national Information Communications and Technology (ICT) policy for education. The ICT

policy is informed by the quest for excellence in education so as to develop a technology savvy

generation who are able to navigate the information age and maximise teaching and learning

opportunities presented by technology. Loertscher, D.V., & Woolls, B. (1997) argue that “we

live in some information rich but knowledge poor world” thus emphasising that there is a huge

under-utilisation of the information resources that are available to humanity in the 21st century.

If technology that is available was exploited fully, it could be utilized to improve teaching and

learning and help learners to excel in their studies. It is a foregone conclusion that technology

can be integrated into all levels of education and into all subjects in the schools curricula.

Different technology combinations and options for enhancing student learning should be

explored. Teachers often want the learners to be engaged in meaningful learning in and outside

of school and harbour the hope that the students will become life-long learners. Lifelong
learning can be made possible with technology. With the advent of technology in education,

the role of students and teachers is improving on a daily basis. The teacher used to be regarded

as the only source of information in the traditional classroom setting and the students would

play the role of passive information receivers. With the advances in technology, this mind-set

has been relegated to ancient history. Educators have been actively improving student

engagement by appropriately incorporating technological tools that increase the comprehension

of learning content. Technology has made it easier to monitor learners’ understanding during a

lesson and take remedial action if some of them experience difficulties. Technologies have been

used to broaden and accelerate learning in cases where educators were able to design and apply

them thoughtfully. Digital technology can make a significant contribution where educators are

given full support through professional development, and access to digital technology that

enrich learning and teaching. Technology can be used to close the learning and attainment gap.

The proper deployment of digital technology in schools will develop general and special digital

skills that make learning, life and work in an increasingly digitised world much easier.

ICT has vast potential in the delivery of equitable, quality education and a chance to improve

the lives of Namibians. This potential can be specifically used to impact positively, the teaching

and learning of Social studies in schools around Namibia. Learners, parents, and teachers all

need to be exposed to ICT to improve the quality of education for the sake of increased

productivity and accelerated development.

1.3 Statement of the problem

Social studies is a subject in schools which is intended to inform learners in the basics of the

Computer environment. After learning this subject, learners are supposed to insight into the

world of Computer and its dynamic nature. Learning of the subject should be more learner

centred and open up the learners’ understanding of the global economy and the ramifications

of such environmental aspects as legislation, politics, socio-economic issues, technology. There

is a lot of information that is available to both the learner and the teacher which can be harvested
to make the teaching and learning experience more wholesome. Technology can and must be

used as an enabling tool for the improvement of the teaching and learning processes to achieve

better results and knowledge beyond the basic examination passing requirement (Ontario

Ministry of Education, 2000). The performance of both the teacher and the learner will be then

judged by how widely informed the learners are about the contemporary Computer world. It is

the purpose of this research to explore ways in which technology can be leveraged to improve

the performance of teaching and learning Social studies at a school in the Zambezi Region.

1.4 Objectives of the study

To identify the technologies which would be suited for the school in the OZambezi region

To investigate the readiness of the school to implement different technologies

To define a strategy that can be used to make learning and teaching Social studies using

technology a viable option for the school.

1.5 Rationale or significance of the study

Being a student teacher, the researcher notes a gap in information about leveraging technology

in the teaching and learning of Social studies in Namibia. This study will arm the researcher

with in-depth practical knowledge of how modern technology can be used in the Namibian

context to positively impact the teaching and learning of Social studies as a secondary school

subject. This study will augment available literature and help other enterprising teachers to

make the best use of available technologies to improve their performance and the performance

of the student in their care in the subject of Social studies.

1.6 Limitation of the study

The major limitation of this study is that it looks at one specific school whose problems and

opportunities may be unique and as such, the study cannot be generalised for other schools in

the region or in the country at large. The research methodology envisaged will be based on the

qualitative approach which will rely more on perceptions of people rather than empirically

observed phenomena.
1.7 Delimitations of the study

The study will focus on the use of technology to specifically impact the teaching and learning

of Social studies. While it would be interesting to investigate the general impact of technology

on Education in the whole region, the scope of this research has been narrowed to fit within the

time frame of the course being studied, the limited financial resources of the researcher and the

logistical demands of a wider research.

1.8 Definition of terms

Digital technology: refers to electronic tools, systems, devices and resources that generate,

store or process data such as social media, online games, multimedia personal computers and

mobile phones

Digital learning: refers to any type of learning that uses technology.

E-learning: refers to learning utilizing electronic technologies to access educational curriculum

outside of a traditional classroom typically over the internet.

ICT: ICT is an acronym for “information communications technology” which refers to all

devices, networking components, applications and systems that combined allow people and

organizations to interact in the digital world.

1.9 Conclusion
In this chapter, the researcher gave an overview of what Social studies teaching and learning,
like any other subject in the school curricula, would immensely benefit from available
technologies. The statement of the problem, the purpose of the study and limitations and
delimitations were further elaborated.
 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

The purpose of this chapter is to establish current knowledge about the research topic and

position the current research in a context that compliments that current knowledge. The

Literature review provides an opportunity to critically look at what has already been said by

other people in relation to the topic (Bryman, 2016). In this research, achieving educational

success by ensuring that learners have the opportunity to succeed through the use of technology

is the main thrust.

2.2 Technology as an enabler

Advances in technology is revolutionising education, changing teaching and learning

approaches in ways that were never imagined before. It is not the technology itself that changes

education, but its vast possibilities of application offer the creative teacher and learner almost

limitless possibilities of application of technology to education. Roles continue to change and

new skills are required to be learned because teachers must find new and practical ways and

strategies for using technology in teaching. As far back as 1999, Plotnick,

(1999) referred to “Information Technology” as the great enabler. Computers have rocketed as

one of the foremost tools for enrichment of the learning and teaching experience available to

educators. Technology enables teachers to work collaboratively within and across disciplines

through planned integration of computers and other information technologies into the

teaching/learning process. It has become almost an imperative for teachers to incorporate the

available technology “into their planning of instruction and learning activities in individual

disciplines and, collaboratively, across disciplines. …” (Ontario Ministry of Education, 2000).

2.3 E-learning and teaching resources

Traditionally, education centred on printed text. Textbooks, novels, and handouts are useful

served the purpose and were the bedrock of instruction. The days have changed. While printed
materials still serve a great purpose, they can be supplemented material on various media and

technology. Examples of such technology include the following:

CD/DVD ROMs/Software applications

PowerPoint presentation

Government web sites

Internet resources

Intranet resources

Videos streaming

The internet is being used as a great source for teaching and learning material (Careful screening

of internet sources is advisable because not all sources are safe and some may even contain

errors). For schools in Namibia, providing access to information and communication

technologies for teaching and learning will have vast advantages (NIED). The learners will play

a more active role, that enables them retain more information and become more independent

and better process new educational material as their skills increase (Tutkun, 2011). Live video

streaming and other digital tools and platforms and services makes it possible for learners to

study subjects via online distance learning. This potential can also be harnessed to teach Social

studies not only at the chosen school in Zambezi, but also in Namibia as a whole.

2.4 Cost saving technology

“Technology is capable of unlocking keys of learning with all students. This includes students

with special learning needs” (Costley, 2014). Not all leaners are able to grasp concepts quickly.

Some have learning challenges. Technology allows a differentiated approach to teaching. This

would be one of the advantages of applying technology to the teaching of Social studies. Virtual

field trips for educational tourism, electronic documents, use of email instead of printed memos,

virtual labs, electronic textbooks, and the thousands of free online resources help schools save

cash and still give students amazing educational experiences.

2.5 Digital learning can be fun

In a survey by the Scottish Government in 2016, the children who participated also felt that

digital technology makes learning more enjoyable and it would be good to use more of it in

their learning environment. In Namibia, learner access to digital technology in school is

affected by the lack of digital equipment such as computers, network infrastructure, internet

connectivity and the limitations in the skills of their teachers in using digital technologies. There

is general consensus that digital technology is a practical and important learning aid in the

classroom and revision because it provides an interactive learning experience wider and quicker

access to information. (The Scotland Government, 2016). For the chosen school and other parts

of Namibia, there is a digital divide as resources within most of the schools were low and could

be unreliable, there is a possibility that teachers may lack the skills of how to use the digital

technology that may be available. (The Scotland Government, 2016).

2.6 Learning beyond the school day

In the formal education systems, especially with government institutions, education is carried

out within the prescribed day hours. Leaners come to school at designated times for specified

activities. Education stops at the end of the school day. This scenario can be reversed and

education does not have to stop as the school day comes to a close. With digital technology,

especially internet based platforms, learners can access teachers, resources, and assignments

via the web as long as they have an internet connection. Online exercises and curriculum can

help learners to work at their own pace in any environment and keep up with their peers

(Loertscher & Woolls, 1996). Access to internet and relevant technology can also inspire

students to think and collaborate amongst themselves in and out of class as opposed to

memorizing material. The internet allows for using the web for research and corresponding

with other learners or experts who are not physically accessible. The boon for the Computer

world in this kind of educational environment is that the technology skills they’ll need to

succeed in the modern workforce are learnt at school (Rasiah, 2014).

2.7 Resources for teaching

Teachers can take advantage of the digital world and utilize technology to discover resources

and attend virtual expert improvement courses and conferences (quite a number of them are

free on the internet) (Ontario Ministry of Education and Training. 1995). They can likewise

make personal learning networks (PLN) with Ning, Twitter, and different resources to discover

and share thoughts and resources, and get support from their colleagues. Digital simulations

and models can help teachers more tangibly and clearly explain difficult concepts and can help

students who are visual or tactile learners better understand the concepts. Other technologies

such as cloud storage and smart search engines make online research much easier for teachers

(and equally for learners) nowadays. It is not necessary to have large piles of books or visit the

community library to access books. The advent of e-books have made otherwise expensive

books become more reachable reducing the financial burden of keeping a pile of books for

curricula. In Namibia, the majority of teachers have smartphone or tablet which they are able

to carry anywhere and access digital course material and e-books convenient more

conveniently. E-books are generally purchased at a lower rate compared to conventional soft

or hard cover books.

2.8 Learner paced teaching

With technology, teachers can give or get assessments of their learners continuously whether

they are physically present or not. These digital assessments assist teachers to check in on

progress of each learner regularly and to keep records up to date and accurate. It is easier for

the teacher to track whether a learner got a question right, and assess how much time was spent

on the question (Andersson & Gronlund, 2009). This gives teachers a much clearer picture as

to their students’ progress while allowing intervention in a more efficient and effective manner.

Trends across the class are easily noticed and more easily and comparison with other classes

and schools can be made. While some fast learners adjust to new concepts quickly, there are

others who need considerable time to assimilate new concepts (Costley, 2014). It is such
students who benefit much with the possibility of technology being a tool in their everyday

learning at school and away from school.

2.9 The challenges of using technology in teaching and learning

Foremost in the challenges especially in the developing countries like Namibia, the technology

itself can be expensive. Many schools especially public schools, operate on a limited budget

and education technology is not prioritised. While technology is becoming more “pervasively”

used in education now, many senior teachers were trained in an environment where there was

scant or no technology at all. While they may appreciate the potential of technology, their skills

are not up to date with current technologies (Light hall &Haycock (Eds.) (1996). The literature

discussed above make a good case for the use of technology in learning and teaching in general.

Its applicability to the teaching and learning of Social studies cannot be under estimated. Both

the teacher and the learner would greatly benefit from the use of modern technologies to make

the education experience and more enjoyable and fruitful.

2.10 Conclusion

In this chapter, the researcher gave an overview of what the purpose of this chapter is which is

to establish current knowledge about the research topic and position the current research in a

context that compliments that current knowledge. In the Literature review the researcher

provided an opportunity to critically look at what has already been said by other people in

relation to the topic.

 CHAPTER 3

3.0 RESEARCH METHODOLOGY

3.1 Introduction

The phrase Research Methods refers to the procedures that one uses for collecting and

analysing data about a given research topic. Research methods are a critical part of research

design. Research design refer to the totality of procedures, tools and activities that will allow a

researcher to gather reliable data that meet the ethical requirements of research (Grover, 2015).

The research methodology should be able to inform the sources of data on which the study will

focus in order to draw final conclusions. In this research, data will be collected from both

primary and secondary sources. The secondary sources will comprise the various literature

discussed herein. The primary sources will be the actual data collected in the field.

3.2 Research Approach

There are different approaches to research depending on whether data will be in numbers or

words or a mixture of both. Research can be classified as qualitative or quantitative or mixed.

The quantitative approach is also referred to as positivism. The qualitative approach which

depends on the opinions of research subjects is also known as constructivism. A third approach

referred to as pragmatism refers to a middle of the road approach which takes aspects of both

qualitative constructivism and quantitative positivism. In this particular research, a qualitative

approach is going to be used to gather the opinions of the respondents. A case study of one

school will be made at the chosen school in the Zambezi Region. The case will enable the

researcher to gain an in-depth understanding of the specific context of the school because of

lack of resources and time for a larger study.

3.3 Population

The population of the study is the total sum of entities that are available or make up the group

which the study focuses. The eligible candidates of a research can be widely spaced creating

logistical and financial challenges. This is the reason a case study approach is chosen. In the

case of this study, the population will be confined to the school staff and learners of the chosen

school. The school consists of grades 8 to 12 with a total population of 300 learners and 21

staff members.

3.4 Sample

A sample can be defined as a portion of a group that is selected for examination or analysis

instead of taking the whole population in the group (Creswell, 2014). The chosen population

is thus regarded as representative of the larger group and will reveal enough detail that can be

used to make informed inferences and recommendations about the larger group (Reason, 1994).

Since this research will be a Case Study, it will not be necessary to involve the whole school

population. There is will be no greater value in terms of information that will come from

involving every staff member and every learner in the school. A sample comprising six teachers

and ten learners (five from grade 12 and five from grade 11) will be taken for the study. The

sampling approach is purposive random sampling. The choice of learner group will be based

on the fact that they are learning the subject in question.

3.5 Data Collection

In research, there are different methods of data collection which include observation,

questionnaires and interviews. Each one of these methods have their advantages and

disadvantages. The choice in this research will be interviews.

3.5.1 Interviews

Interviews are appropriate in that they are flexible as one can often adjust questions to delve

deeper into the opinions of respondents and get new knowledge (Grover, 2015). Interviews are

also appropriate in case because they can be conducted with small samples like the sample size

chosen above. The only challenges that will ensue from this method of data collection is that it

cannot be “analysed statistically or generalized to broader populations” (Creswell, 2014). It

will thus be difficult to standardise this research. However, it is envisaged that enough depth

of data will be gained to make meaningful conclusions and insightful recommendations for the

teaching of Social studies using available technologies.

3.6 Ethical Considerations

For research to be regarded as valid and reliable, it must meet certain ethical criteria of

authenticity. Ethics can be defined as rules of conduct that determine what is acceptable moral

conduct in a particular society (Reason 1994). While ethics may not create legal liability, they

have their own social sanctions if one engages in unethical conduct. In research, ethics cover

such areas as authenticity of data, plagiarism, privacy of data, informed consent, influencing

of respondents and bias of researcher. In this research, all personal data collected from

individuals shall be used only for the purpose of the research and appropriately disposed after

due purpose (Creswell, 2014). Only such data as may be relevant to the research will be

collected from participants. All participants shall be informed of their right to participate

willingly without fear of recrimination for refusal to participate. All material from other sources

will be duly acknowledged with requisite citation. The personal opinions of the researcher will

be balanced by basing conclusions only on the data collected so as to avoid bias creeping into

the research (Creswell, 2014).

3.7 Conclusion

This chapter focussed on the methodology which will discuss how the findings will be

collected using interviews and observations. It further discusses the ethics that will be

considered when collecting the data from participants.

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