Experiences of Mathematics teachers teaching the Advanced Subsidiary (AS) curriculum at secondary schools in Oshivelo circuit, Namibia

Abstract

This study sought to explore experiences of Mathematics teachers teaching the Advanced Subsidiary (AS) curriculum at secondary schools in Oshivelo circuit, Namibia. The study explores teachers’ experiences through the challenges they have experienced and the coping mechanisms they have adopted in resilience. A qualitative approach was used for this study whereby a total sampling method was used to collect data from mathematics AS level teachers from the two schools which offer AS level in the Oshivelo circuit. Data was collected via unstructured questionnaires. A Thematic and Phenomenological Analysis was used to analyse the collected data which was guided by Regan and Grayson’s (2003) curriculum theory. Lack of resources, relatively low minimum entry requirement for AS, inadequate teacher-training, an overcrowded AS level syllabus overcrowded classrooms were some of the challenges encountered by the participants, whereas, offering extra lessons (i.e. afternoon, weekend or holiday classes), teachers learning through online sources (i.e. YouTube videos), creating online teaching-learning platforms (such as WhatsApp groups) and peer learning (teachers rendering assistance to each other) were some of the mechanisms used to help mitigate the challenges faced during the implementation of the mathematics AS curriculum. This study therefore, recommends that the minimum entry requirement symbol (currently a C ) should be reviewed to a better symbol (B or A), for the schools offering mathematics AS level should be provided with sufficient resources for the learners to use, for teachers should receive adequate trainings that cover all different aspects of the implementation of the curriculum (i.e., teaching strategies, assessment styles) as well as reviewing the curriculum further in order to reduce the curriculum content to be covered and reviewing the time it needs to be covered.