Page 43 - EDUCON 2022 Book of Abstracts

Aim: The aim of this study is to explore Junior Primary (JP) student
teachers’ perceptions on teaching listening and responding through
online/ or blended mode during Covid-19 pandemic.
Methodology: This is a qualitative case study, which was conducted
through a focus group interview and document analysis. Participants
in this study are the Bachelor of Education (honors) year two, three
and four Junior Primary students at the University of Namibia, HP
campus. The focus group interview participants were selected through
simple random sampling technique while document analysis contents
were selected using purposive sampling.
Results: The finding indicated that learners were provided with
listening materials such as short text stories that required an adult
person to read it aloud while they were listening. It is further noted
that this was not entirely effective especially for parents who are
illiterate or parents who do not have time to assist their children. Most
of the participants indicated that although learners submitted their
activities, it is found that some parents completed the work on behalf
of their children.
Implications: This study contributes to existing literature on listening
materials and activities as well as various online teaching strategies
for listening and responding skills in the foundation phase in schools.
Keywords: listening, responding, audio-visual, student teachers’
perceptions, online teaching, Junior Primary

6. Josua, L.M., Auala, R. K. & Miranda, H., Re-imaging revised
curriculum implementation challenges in Ompundja Circuit in
Namibia: a social realist model framework
Background: Over the past three decades, basic education in Namibia
has undergone major curriculum transformation to respond to the
socio-economic, cultural as well as political dynamics. With less than
a decade to reach year 2030, the last lap towards, achieving its Vision

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