Assessing teachers‟ perspectives towards integration of indigenous languages in kinematics teaching and learning in Mangwe district.

Author
Lunga, K.
Title
Assessing teachers‟ perspectives towards integration of indigenous languages in kinematics
teaching and learning in Mangwe district.
Abstract
This research aimed to assess teachers‟ perspectives towards the integration of indigenous languages in the teaching and learning of kinematics in secondary schools within Mangwe district in Matabeleland South province. The study was motivated by the persistent poor performance in kinematics observed among students in the district, highlighting the need for innovative teaching approaches that might enhance understanding and engagement. A qualitative research methodology was employed, utilising a multiple case study design to gather in-depth insight from selected schools in the district. Data was collected through a combination of questionnaires, interviews schedules, and observation schedules. This triangulation of methods ensured a comprehensive understanding of teachers and learners‟ perspectives and experiences.
The collected data was meticulously analysed and presented thematically to highlight common trends and unique viewpoints. The major findings revealed a predominantly positive attitude towards the integration of indigenous languages. Teachers noted enhanced learners‟ engagement and comprehension when indigenous languages were used alongside English. However, challenges such as insufficient teaching materials an indigenous language, varying levels of language proficiency among teachers and the rigid curriculum structure were also identified. Based on these findings, the study recommends the development bilingual teaching resources, targeted professional development programs to enhance teachers‟ proficiency in indigenous languages and policy reforms to allow more flexible curriculum implementation.
These measures are essential to overcome current obstacles and maximise the benefit of integrating indigenous languages in the teaching of kinematics. This research contributes valuable insights to the on-going discourse on the multilingual education and provides practical recommendations for educators, policy makers and curriculum developers striving to enhance science education in linguistically diverse contexts.
Date
2024
Publisher
BUSE
Keywords
teaching and learning
kinematics
indigenous languages
Supervisor
Dr Zezekwa
Item sets
Department of Science and Mathematical Foundations
Media
LUNGA KHULUMANI

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