A MODEL FOR TEACHING PHYSICAL SCIENCE IN NAMIBIAN HIGH SCHOOLS THROUGH THE USE OF ICT PLATFORMS

Abstract

Physical Science is a critical subject at the secondary school level, yet learners tend to lose interest due to its abstract nature. This study developed a model for teaching Physical Science in Namibian high schools through the use of Information and Communication Technology (ICT) platforms. Using a mixed-methods approach, data were collected from 90 Physical Science learners, 30 Physical Science teachers, and 15 Heads of Department from 15 high schools in Windhoek, Khomas region. The study found that over 85% of participants are confident that ICT platforms will positively impact learner performance. However, most teachers have not received ICT training, and schools lack sufficient ICT infrastructure and internet connectivity. The developed model, validated through expert review techniques, incorporates components including ICT infrastructure, skill development, teacher and student perceptions, management behaviour, policy frameworks, and evaluation mechanisms. The model addresses identified obstacles such as lack of accessible ICT infrastructure, insufficient ICT skills, and absence of policies guiding ICT integration in Physical Science education.