Page 16 - UNAM Virtual Graduation e-Book (April2021)

FACULTY OF EDUCATION

DOCTOR OF PHILOSOPHY IN MATHEMATICS EDUCATION

CANDIDATE: NGHIPANDULWA Leena L T

CURRICULUM VITAE

Leena Lahja T. Nghipandulwa was born in Oniipa constituency, Oshikoto
region and matriculated from Oshigambo High school. Her qualifications
include: Bachelor of Education (Cum laude) from the University of Namibia,
Bachelor of Education Honours Degree from Rhodes University in South Africa,
and a Masters in Science Education from the University of Namibia. Her professional career includes working
as a secondary school teacher for two years, Biology Lecturer at the University of Namibia (under the Science
Foundation Programme), as well as the coordinator of the Science Foundation Programme at the University of
Namibia. Her research interests includes improving Mathematics and Science education, as well as promoting
Bridging or Science Foundation Programmes in Namibia.

CANDIDATE’S DISSERTATION

THE EFFECTIVENESS OF THE UNIVERSITY OF NAMIBIA OSHAKATI CAMPUS SCIENCE FOUNDATION PROGRAMME IN
PREPARING STUDENTS FOR DEGREE PROGRAMMES.

The doctoral study was undertaken and completed under the supervision of Dr Hileni M. Kapenda (University of
Namibia) as the main supervisor and Prof. Chosi D. Kasanda and Dr Helena Miranda as Co–Supervisors, both
from the University of Namibia.

The candidate investigated the effectiveness of the Oshakati campus Science Foundation, Programme (SFP)
in preparing students for degree programmes at UNAM and the study used a mixed research approach and
adopted a survey design. The population of the study consisted of all the former students who went through
the UNAM SFP from 2005 to 2016 at the Oshakati Campus, as well as all SFP lecturers. The sample consisted of
100 former SFP students and five SFP lecturers. Out of the 100 former SFP students, 50 were selected by using
the stratified random sampling method according to the degree programmes they had enrolled in. Snowball
sampling was further used to select 30 SFP graduates who had completed their studies and 20 who were not
enrolled in any of the degree programmes at UNAM. The 100 participants completed a questionnaire with
open and close-ended items. Convenience sampling was then used to select five SFP lecturers for individual
interviews. The research tools for data collection were a questionnaire, an interview guide, and document
analysis. Descriptive statistics were used to analyse quantitative data. Qualitative data were coded into
common themes that emerged from the findings. The findings of the study showed that 80% of the students had
successfully completed the SFP. The results also revealed that 80% of former SFP students had furthered their
studies at tertiary institutions. Sixty-three percent of those who passed the SFP were still studying with different
tertiary institutions. The remaining 37% had already completed their further studies and were all employed.
It also emerged from the findings that from 2006 up to 2016, more former SFP students passed their first year
at UNAM and progressed to the second year of their studies. All five SFP lecturers were of the view that the
SFP was very effective in preparing students to take up further studies in science-related fields because more
st
students managed to pass the 1 year of their studies. The lecturers further indicated that there was no specific
model used in the teaching of SFP. The researcher therefore designed and suggested the use of the Foundation
Programme Outcome Based Approach (FPOBA) as a possible teaching model for SFP. This model is informed by
the programme evaluation theory and incorporates the teaching and learning strategies that were reportedly
effective. It is hoped that by using this model, SFP could become effective in preparing students for tertiary
education in science-related fields of study, at UNAM.

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