Challenges Chemistry teachers faced in implementing the new NSSCO Chemistry curriculum during the COVID-19 national lockdown in Otjozondjupa region, Namibia

Abstract

The COVID-19 pandemic forced schools around the world to cancel face to face classes and mandated teachers to adopt remote teaching. This study aimed to investigate the challenges Grade 10 and 11 Chemistry teachers in Otjozondjupa region of Namibia faced during the remote implementation of the Chemistry curriculum. The study adopted an explanatory sequential mixed methods approach, comprising two phases. In the first phase, questionnaires were used to gather quantitative data from all (32) Grade 10 and 11 Chemistry teachers in the region. In the second phase, semi-structured interviews were used to collect qualitative data from 12 teachers purposively selected from the original sample. The findings revealed that Chemistry teachers utilised multiple strategies to provide learners with inclusive education through remote teaching and learning. However, they experienced difficulties such as inadequate resources and a lack of technological competency to effectively teach Chemistry remotely. Other challenges included: difficulties in accessing and staying in contact with learners; inability to engage learners in virtual lessons due to a lack of electronic devices and internet connectivity particularly on the learners’ side; nonfulfillment of practical work and difficulty in assessing learners during remote teaching. In consideration of the findings, several recommendations were made, including the recommendation that the national government should provide schools with adequate technological facilities and furnish unequipped science laboratories, and Chemistry teachers should be offered pedagogical training programmes to equip them with e-learning teaching competencies.