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Title Challenges Oshikwanyama first language teachers face in implementing reading comprehension skills at six selected schools in the Khomas region
Full text http://hdl.handle.net/11070/3092
Date 2019
Author(s) Haukongo, Vilima Ngonyofi
Abstract A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education - This study investigated challenges that Oshikwanyama First Language secondary school teachers and learners face in implementing reading comprehension skills at six selected schools in Khomas Region. The study focused on the strategies that Oshikwanyama First Language teachers employ to teach Reading Comprehension Skills to Grade 12 learners in the Khomas Region. The study was centred on the Schema Theory, which served as the main framework for the qualitative data analysis. The theory signifies that there is no text that reveals a complete meaning, but it instead provides direction for the audience to build up or form meaning from previously acquired knowledge. Knowledge schemata are classified as follows: knowledge of the world and its conventions; knowledge about the way different types of texts are organised; and knowledge about the context. Evidence based on the Schema Theory was especially useful to interpret the challenges of reading comprehension from the learners' perspective because it is easy to draw conclusions from the formula of the knowledge schemata that if learners do not have knowledge of the world and its conventions, about the way different types of texts are organised, and about the context, then comprehension will be impossible to take place. The study used the phenomenology design for data collection because the study is interpretative in nature; it sought to understand the phenomenon from the participants' viewpoint, rather than proving statistical data. Moreover, the study employed the qualitative research approach because it explored the challenges that Oshikwanyama L 1 teachers and learners face when teaching reading comprehension in their natural setting, which is the classroom. Data were collected using questionnaires, reading comprehension test for learners, and observation and interviews with the Oshikwanyama Ll teachers and learners. Data were analysed by identifying patterns from the entire data source and collapsing them into the categories of the teachers and learners as main factors that affect or hinder the implementation of reading comprehension, which were themes that were mainly influenced by four main research questions. The study revealed that both teachers and learners are contributing factors to the poor reading comprehension. The study found that not all Oshikwanyama L1 teachers are qualified to teach the subject/language and that they do not employ sufficient teaching strategies and methods to teach reading comprehension. Teachers are challenged by the fact that: learners have poor basic reading skills in Oshikwanyama; there is insufficient time to cover the syllabus; learners have a poor vocabulary, and learners often lack background knowledge. On the part of the learners, the study revealed that learners face the following challenges: they have insufficient time to answer reading comprehension questions; some passages consist of difficult texts and terms; unfamiliar use of figurative language and parts of speech, and the lack of resources. Finally, in terms of possible solutions, teachers and learners suggested: improving teaching and learning strategies; improving and enhancing reading skills and strategies; instilling the reading culture; teaching learners to manage time; and finally, teaching and enhancing learners' vocabulary.
Subject(s) Oshikwanyama; Reading comprehension skills
Language en
Publisher University of Namibia
Type of publication Thesis
Repository Windhoek - University of Namibia
Added to C-A: 2022-02-09;10:25:09