{"id":{"repo_id":"namibia","oai_identifier":"oai:repository.unam.edu.na:11070/2576"},"canonical_url":"https://search.dev.ndltd.org/etd/namibia/oai:repository.unam.edu.na:11070/2576","repository":{"repo_id":"namibia","name":"University of Namibia","base_url":"https://repository.unam.edu.na/server/oai/request"},"display":{"title":"An investigation on the effects of teacher-designed educational videos on grade 11 learners' Geometry performance in Oshikoto education region, Namibia","abstract":"Over a decade, Mathematics performance has been reportedly poor, of which Geometry has been identified as one of the difficult topics for learners in Namibia. Non-experimental and experimental studies revealed a need for teachers to develop classroom related ICT resources for subject teaching, more especially for conceptually demanding topics in like Geometry. An embedded mixed method research design was applied, using a non-equivalent pre-test-post-test quasi experimental design and a survey to sought learners’ views on the use of the videos. Seventy-six (76) learners participated in the study and were divided into the experimental group; and the control group. A T-test was used to compare the mean scores of the two groups after the intervention. The independent T-test results for the post-test on p-value = 0.027, indicates that the variances are unequal in both groups. Since the p-value = 0.026, p ˂ 0.05, the null hypothesis was not accepted. Hence there is a significance performance between the two groups. The experimental group showed an improved performance. Furthermore, a perception survey was used to determine the views of the learners towards the videos and to assess if learners perceived videos use as useful. The study revealed that learners had a positive attitude towards video use (91.3%), a good learning environment (84.6%) and relevant and enjoyable learning experiences (83.9%). Lastly, results from 𝑋2 test to assess the significant association between learners’ post-test and their views towards videos use, indicated that there was no statistically significant relationship as p > 0.05. This study recommends the use of teacher-designed videos in teaching Angle properties to arouse interest and consequently improve learners’ performance.","abstract_html":"Over a decade, Mathematics performance has been reportedly poor, of which Geometry has been identified as one of the difficult topics for learners in Namibia. Non-experimental and experimental studies revealed a need for teachers to develop classroom related ICT resources for subject teaching, more especially for conceptually demanding topics in like Geometry. An embedded mixed method research design was applied, using a non-equivalent pre-test-post-test quasi experimental design and a survey to sought learners’ views on the use of the videos. Seventy-six (76) learners participated in the study and were divided into the experimental group; and the control group. A T-test was used to compare the mean scores of the two groups after the intervention. The independent T-test results for the post-test on p-value = 0.027, indicates that the variances are unequal in both groups. Since the p-value = 0.026, p ˂ 0.05, the null hypothesis was not accepted. Hence there is a significance performance between the two groups. The experimental group showed an improved performance. Furthermore, a perception survey was used to determine the views of the learners towards the videos and to assess if learners perceived videos use as useful. The study revealed that learners had a positive attitude towards video use (91.3%), a good learning environment (84.6%) and relevant and enjoyable learning experiences (83.9%). Lastly, results from 𝑋2 test to assess the significant association between learners’ post-test and their views towards videos use, indicated that there was no statistically significant relationship as p > 0.05. This study recommends the use of teacher-designed videos in teaching Angle properties to arouse interest and consequently improve learners’ performance.","abstract_has_math":false,"creators":["Ugulu, Linda"],"institution":"University of Namibia","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019","date_published":"2019","updated_at":"2026-07-27T20:21:56Z","subjects":["Geometry","Teacher-designed educational videos","Oshikoto education region","Educational videos"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11070/2576","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Ugulu, Linda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-06-21T08:27:20Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-21T08:27:20Z"]},{"key":"dc:date.issued","label":"Date","values":["2019"]},{"key":"dc:publisher","label":"Institution","values":["University of Namibia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Geometry","Teacher-designed educational videos","Oshikoto education region","Educational videos"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11070/2576"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A research submitted in partial fulfillment of the requirements for the Degree of Master education (Mathematics Education)"]},{"key":"dc:description.abstract","label":"Abstract","values":["Over a decade, Mathematics performance has been reportedly poor, of which Geometry has been identified as one of the difficult topics for learners in Namibia. Non-experimental and experimental studies revealed a need for teachers to develop classroom related ICT resources for subject teaching, more especially for conceptually demanding topics in like Geometry. An embedded mixed method research design was applied, using a non-equivalent pre-test-post-test quasi experimental design and a survey to sought learners’ views on the use of the videos. Seventy-six (76) learners participated in the study and were divided into the experimental group; and the control group. A T-test was used to compare the mean scores of the two groups after the intervention. The independent T-test results for the post-test on p-value = 0.027, indicates that the variances are unequal in both groups. Since the p-value = 0.026, p ˂ 0.05, the null hypothesis was not accepted. Hence there is a significance performance between the two groups. The experimental group showed an improved performance. Furthermore, a perception survey was used to determine the views of the learners towards the videos and to assess if learners perceived videos use as useful. The study revealed that learners had a positive attitude towards video use (91.3%), a good learning environment (84.6%) and relevant and enjoyable learning experiences (83.9%). Lastly, results from 𝑋2 test to assess the significant association between learners’ post-test and their views towards videos use, indicated that there was no statistically significant relationship as p > 0.05. This study recommends the use of teacher-designed videos in teaching Angle properties to arouse interest and consequently improve learners’ performance."]},{"key":"dc:title","label":"Title","values":["An investigation on the effects of teacher-designed educational videos on grade 11 learners' Geometry performance in Oshikoto education region, Namibia"]}]}],"canonical_facts":{"dc:creator":["Ugulu, Linda"],"dc:date.accessioned":["2019-06-21T08:27:20Z"],"dc:date.available":["2019-06-21T08:27:20Z"],"dc:date.issued":["2019"],"dc:description":["A research submitted in partial fulfillment of the requirements for the Degree of Master education (Mathematics Education)"],"dc:description.abstract":["Over a decade, Mathematics performance has been reportedly poor, of which Geometry has been identified as one of the difficult topics for learners in Namibia. Non-experimental and experimental studies revealed a need for teachers to develop classroom related ICT resources for subject teaching, more especially for conceptually demanding topics in like Geometry. An embedded mixed method research design was applied, using a non-equivalent pre-test-post-test quasi experimental design and a survey to sought learners’ views on the use of the videos. Seventy-six (76) learners participated in the study and were divided into the experimental group; and the control group. A T-test was used to compare the mean scores of the two groups after the intervention. The independent T-test results for the post-test on p-value = 0.027, indicates that the variances are unequal in both groups. Since the p-value = 0.026, p ˂ 0.05, the null hypothesis was not accepted. Hence there is a significance performance between the two groups. The experimental group showed an improved performance. Furthermore, a perception survey was used to determine the views of the learners towards the videos and to assess if learners perceived videos use as useful. The study revealed that learners had a positive attitude towards video use (91.3%), a good learning environment (84.6%) and relevant and enjoyable learning experiences (83.9%). Lastly, results from 𝑋2 test to assess the significant association between learners’ post-test and their views towards videos use, indicated that there was no statistically significant relationship as p > 0.05. This study recommends the use of teacher-designed videos in teaching Angle properties to arouse interest and consequently improve learners’ performance."],"dc:identifier.uri":["http://hdl.handle.net/11070/2576"],"dc:language.iso":["en"],"dc:publisher":["University of Namibia"],"dc:subject":["Geometry","Teacher-designed educational videos","Oshikoto education region","Educational videos"],"dc:title":["An investigation on the effects of teacher-designed educational videos on grade 11 learners' Geometry performance in Oshikoto education region, Namibia"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:21:56Z"}