CHALLENGES EXPERIENCED WHEN TEACHING WEATHER AND SEASONS

IN ENVIRONMENTAL STUDIES AT A SELECTED SCHOOL IN OKONGO

CIRCUIT OHANGWENA EDUCATION DIRECTORATE

A REASEARCH PROJECT SUBMITTED TO THE INTERNATIONAL UNIVERSITY

OF MANAGEMENT IN PARTIAL FULFILMENT OF THE REQUIRMENTS FOR
THE BACHELOR OF HONOURS DEGREE IN EDUCATION (PRE/JUNIOR)

OF THE

INTERNATIONAL UNIVERSITY OF MANAGEMENT

BY

SHINDOVE ANNA NDESHIPEWA

202054608

SUPERVISOR: MR. SHEYA ELIASER

JANUARY 2024
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 ABSTRACT
The purpose of the study was about the challenges experienced when teaching
weather and seasons weather and seasons in Environmental study at a selected
combined school in Okongo Circuit, Ohangwena Educational Directorate. The
researcher used qualitative approach and employed two research instruments,
interview and observation to collect data. Learners were observed during
environmental study lessons while teachers were interviewed. Samples was made
up of three Grade 3 teachers who were selected randomly and Grade 3 learners.
Data collected was analyzed by using thematic analysis. The main finding of the
study was about the challenges experienced when teaching weather and seasons
when teaching weather and seasons amongseasons among the Grade 3 in
environmental study. The study found that these challenges experienced when
teachingwhen teaching are: There's a lack of resources, particularly lack of
textbooks and visual aids, may make it more challenging for learners to grasp
complex concepts, potentially resulting in a slower pace of learning and impacting
their overall academic performance. teachers should explore digital resources and
online platforms to supplement traditional teaching materials and engage learners
and schools should create a collaborative platform for teachers to share and
exchange materials.

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 ACKNOWLEDGEMENT
This project would have not been possible without the help and continues support of
numerous people, to a few of whom it is possible to give acknowledgement here.
Firstly, I offer my gratitude to the almighty God for seeing me through from the
beginning of this study to the end. Secondly, my research supervisor Mr Sheya
Eliaser Elieser for his unbelievable patience, guidance and support throughout this
whole writing process despite his tight work schedules. In addition, I would like to
thank the principal of the schools where data was collected for welcoming me to
carry out interviews and observations to the participants. Furthermore, I would like
to thank all the teachers who participated in this study, your cooperation is highly
appreciated. Finally, I would like to thank my family and friends for their patience,
support, care and love they have given me during the study.

iii
 DEDICATION
This study is wholeheartedly dedicated to my mother for her unfailing love, good
upbringing and unconditional support as well as prayers. I also dedicated this work
to my friends and family who have supported me throughout the process. I will
always appreciate all they have done.

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 DECLARATION
I Anna Ndeshipewa Shindove do hereby declare that this research project:
challenges experienced when teaching weather and seasons when teaching
weather and seasons in environmental studies among grade 3 learners at a
selected combined school in Okongo circuit, Ohangwena Educational Directorate, is
my own work. I also affirm that no part of this work was published before except
those sources have been dully cited and referenced. The work has never been
submitted to any institution, college, or university for awarding of the degree.

Student’s Signature:…Signature:…………………………………

Date:……Date:…………………………………………………

Supervisors’ approval on authenticity and conformity to IUM undergraduate

guidelines

Supervisor’s Name:…Name…………………………………..

Date:……………Date:……………………………………..

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 List of Tables
Biographical information of Participants Table ……………… ………… Table 4.1

Observation focus…………………………………………………………........ Table 4.2

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 TABLE OF CONTENTS

ABSTRACT...............................................................................................................ii

ACKNOWLEDGEMENT...........................................................................................iii

DEDICATION........................................................................................................... iv

DECLARATION........................................................................................................ v

List of Tables.......................................................................................................... vi

CHAPTER 1: INTRODUCTION TO THE STUDY.....................................................1

1.1 Introduction................................................................................................... 1

1.2 Background of the study...............................................................................1

1.3 Statement of the problem..............................................................................2

1.4 Research objectives......................................................................................3

1.5 Research questions......................................................................................3

1.6 Significant of the study..................................................................................3

1.7 Limitation of the study...................................................................................4

1.8 Delimitation of the study................................................................................5

1.9 Define terms..................................................................................................5

1.10 Summary of the chapter..............................................................................5

CHAPTER 2: LITERATURE REVIEW......................................................................7

2.1 Introduction................................................................................................... 7

2.2 Challenges experienced when teaching weather and seasons in

Environmental Studies........................................................................................7

2.2.1 Teacher attitude.................................................................................. 7

2.2.2 Learner interest toward weather and seasons as a topic....................8

2.2.3 Learners attitude..................................................................................9

2.3 The opportunities presented when teaching and learning Environmental

Studies.............................................................................................................. 10

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 2.3.1 Environmental awareness.................................................................10

2.3.2 Critical thinking..................................................................................10

2.3.3 Interdisciplinary learning....................................................................11

2.4 Effective ways to be employed to overcome the challenges when teaching

and learning Environmental Studies.................................................................11

2.4.1 Use real-world examples...................................................................12

2.4.2 Active learning...................................................................................12

2.4.3 Address misconceptions....................................................................13

2.5 Summary.....................................................................................................13

CHAPTER 3: RESEARCH METHODOLOGY........................................................14

3.1 The introduction..........................................................................................14

3.2 Research approach.....................................................................................14

3.2.1 Qualitative approach..........................................................................14

3.3 Research design.........................................................................................15

3.3.1 A Case Study.....................................................................................15

3.4 The population............................................................................................ 16

3.5 The sample and sampling procedures........................................................16

3.6 The research instruments...........................................................................17

3.7 The data collection procedures...................................................................18

3.8 The data analysis procedures.....................................................................18

3.9 Validity and reliability...................................................................................19

3.10 Ethical consideration................................................................................19

3.11 Summary...................................................................................................20

CHAPTER 4: DATA PRESENTATION, ANALYSIS INTERPRETATION..............21

4.1 Introduction................................................................................................. 21

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 4.2 Biographical information of Participants.................................................Table
21

4.2.1 Biographical information of Grade 3 teachers...................................21

4.3 Presentation of Data...................................................................................22

4.3.1 Findings from the Interview Thematic analysis of teachers’ response

................................................................................................................... 22

4.3.2 Findings from the observation...........................................................24

4.4 Interpretation and Discussion of Findings This section will discuss the data
presented in the previous section.....................................................................26

4.4.1 challenges experienced studies teachers in environmental study

among grade 3 learners.............................................................................26

4.4.2 what effects do you think those challenges have on the learners
academic performance?.............................................................................28

4.4.3 based on your teaching strategy what did you experience during the
teaching of environmental studies?............................................................29

4.5 Summary.....................................................................................................31

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATION..............32

5.1 Introduction................................................................................................. 32

5.2 Summary of the findings.............................................................................32

5.3 Conclusions................................................................................................ 33

5.4 Recommendations................................................................................34

5.5 Summary.....................................................................................................35

REFERENCES........................................................................................................36

APPENDICES......................................................................................................... 41

APPENDIX A: Letter from IUM..........................................................................41

APPENDIX B: Confirmation letter from the Principal........................................42

APPENDIX C: Observation guide.....................................................................43

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APPENDIX D: Interview guide..........................................................................45

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 CHAPTER 1: INTRODUCTION TO THE STUDY

1.1 Introduction

This chapter consisted of the background of the study, the statement of the problem
was also part of this chapter, the objectives of the study and the research
questions. Moreover, it also included the significant of the study and purpose of the
study. It also covered the limitation of the study, the delimitation of the study as well
as the definition of terms.

1.2 Background of the study

The Namibia education system was Strived to achieve quality education by

ensuring that more teachers were trained to address the shortage of qualified
teachers and also to improve the competences of serving teacher' (Warren,2019).
He further stated that the Ministry of Education, Art and Culture tried to provide
schools with all the teaching and learning materials for Environmental studies to
ensure quality educations was delivered. The Ministry of Education had provided
professional development and training in Environmental studies or workshop that
normally took place in Okongo circuit office or Eenhana to ensure that teachers are
fully trainined on how to deal with environmental studies challenges and also how to
assist learners who are struggling in learning more about weather and seasons in
environmental studies (Joseph, 2019).

Environmental studies teachers at primary school or lower primary level have an

individual goal of providing learners with knowledge and understanding of the
environmental studies when learning weather and seasons necessary to function in
the world dependent upon the application of environments, in support of this notion,
the teachers need to use the models of teaching environmental studies so as to
become an environmental proficient (Iluken & Schafer,2013). It was further
established that it was the perceptual divided that distinguished those who
progressed well in weather and seasons and those who struggled, those working

1
out procedurally were always carrying out the far more time than those who can
worked conceptually (Devlin, 2019).

The study was conducted at a selected combined school in Okongo Circuit,

Ohangwena Region to find out the challenges and opportunities when teaching and
learning weather and seasons in grade 3 environmental studies, the learners
performance at the combined school has not been so good in the previous years
with the reason of where majority of learners were performing poorly. Siyepu,
(2008) stated that previous studies identified a range of challenges experienced
when teaching weather and seasons which lead to poor performances In Pre and
Junior phases in various countries. The factors that affect quality and ultimately
poor performance in the teaching and learning of weather and seasons vary from
those that were teacher centred, learner centred, school centred, to family and
environmental factors, among others (Asikhia, 2010).

1.3 Statement of the problem

In the past two years from 2020-2021, the analysis of grade 3 learners at the
selected school revealed that there was a problem of under performance in weather
and seasons topic. The analysis expressed that out of 67 learners approximately
24(44.9%) scored from symbols A-D, and the rest of 43 (55.2%) scored E-U. In the
same analysis, the topic of weather and seasons is the one dominating over others
and the performance indicate that learners didn't understand it. In continuation,
during the time of School Based Studies (SBS), the researcher had an opportunity
to interact with the school learners and the researcher found out that the learners’
participation was a way too low and this tells that they didn't understood the topic.
They were also given a class activity, but only few scored better marks. It is
therefore against this background that the this study intends to investigate the
challenges experienced by the learners and teachers when teaching and learning
weather and seasons leading to poor performances.

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1.4 Research objectives

 To find out the challenges experienced by teacher and learner's when teaching
and learning environmental studies at a selected school in Okongo circuit,
Ohangwena Educational Directorate.

 To determine the opportunities presented when teaching and learning

environmental studies at a selected school in Okongo circuit, Ohangwena
Educational Directorate.

 To suggest effective ways to that can be employed to overcome the challenges

experienced by teacher and learner's when teaching and learning
environmental studies at a selected school in Okongo circuit, Ohangwena
Education Directorate.

1.5 Research questions

 What were the challenges experienced by teacher and learner's when teaching
and learning environmental studies at a selected school in Okongo circui,t
Ohangwena Education Directorate?

 How were the available opportunities be determined when teaching and

learning environmental studies at a selected school in Okongo circuit,
Ohangwena Education Directorate?

 What were the effective ways that teachers and learner's can implement to
overcome the challenges experienced when teaching and learning
environmental studies at a selected school in Okongo circuit, Ohangwena
Education Directorate?

1.6 Significant of the study

This study was useful in schools in and outside Okongo circuit for various reasons.
It was indicated some strategies that can be employed to harvest good results in
environmental studies , this had contributed to the betterment of Department of

3
Science at a selected combined school. Furthermore, the results of this study was
greatly benefited the environmental studies teachers and learners as well as other
school in Okongo Circuit. This research has also highlighted that challenges faced
by the teachers when teaching and learner's when learning which affect their ’
performances in environmental studies when teaching and learning weather and
seasons as well as the strategies that has been implemented had suit both teachers
and learners need in environmental studies topic Lastly this research project had
been used by the future researcher as a piece of reference regarding the
challenges and opportunities when teaching and learning weather and seasons’
and probably as guiding tools in making another research project as part of their
study in relation to weather and seasons in environmental studies.

1.7 Limitation of the study

Limitation relates to the validity and reliability of the study that were out of the
researcher control but influence the researcher’s findings because of this they
determined the internal and external validity of the research mentioned by
(Chandra, 2019). In order for this research to become successful there were some
obstacles that have hindered or the researcher has encountered in order for this
research project to be successful things that the research had to experience lack of
transport money in order to avoid spending lots of money the researcher went to
reside to the nearest village where the school was situated. Availability of
respondent or participant the researcher had to gone to that selected school for at
least a week to ensure that the data to be collected are sufficient and valid. Time
was also one of the major obstacle that the researcher had encountered since the
researcher was expected, the research project before the due date, another thing
was that the researcher would have conducted the research projects before the
grade 3 write their end of the year tests or examination in November in this case the
searcher had to carry out the project before November.

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1.8 Delimitation of the study

Delimitations can be defined as a boundary of the research study, based on the

researcher’s decision of what to include and what not to include (Chandra, 2019).
The researcher carried out the research project in Ohangwena Region; however,
the research was not conducted in the entire region but in one selected school in
Okongo circuit. Moreover, not all the staff members were to be considered to be
participant only environmental studies teachers and some learners from grade 3
and also parents were not included in this study.

1.9 Define terms

Challenges: According to Jim, (2018) the situation of being faced with something
that needs great mental or physical effort in order to be done successfully and
therefore tests a person's ability:

Opportunities :it is a set of time or set of circumstances that makes it possible to

do something.

Performance: Okoye (1982) defines poor academic performance. In a learning

situation as one who fails to attain a. set standard performance in a given
evaluation exercise such as test, examination or series of continuous assessment.

Delimitations can be defined as a boundary of the research study, based on the

researcher’s decision of what to include and what not to include (Chandra, 2019).

Learners performance: learners’ performances refers to how well is a learner

achieving his or her tasks or studies as well as the achievement in an examination
(Scottk, 2012).

1.10 Summary of the chapter

Chapter 1 of this study concentrated on as aspects such as background of the

study, the researcher also presented the statement of the problem as wells the
purpose of the study. The researcher further looked at the research objectives as

5
well as the research question of the study, plus significant of the studies is also
presented. The delimitation of the study was also discussed. Lastly, the chapter
ended with the definition of terms. The following chapter the researcher will discuss
about literature review.

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 CHAPTER 2: LITERATURE REVIEW

2.1 Introduction

The overall goal of this chapter was to present a discussion on the study that had
been conducted in the past. Here the researcher had focused on the challenges
and opportunities when teaching and learning weather and seasons which
contributes to the learners’ performance in environmental studies. According to
Eraikhuemen (2013), literature review refers as the process of summarizing
synthesizing the literature found as a results of literature search. It may be used as
a background or context for primary research project. This chapter consisted of
theoretical literature concerning weather and seasons as a topic. It also has
consisted of challenges experienced by the learners and effects It has on their
performance in environmental studies as well as the environmental studies teaching
methods.

2.2 Challenges experienced when teaching weather and seasons in

Environmental Studies

2.2.1 Teacher attitude

Teacher attitude was the way teacher perceived and thoughts about the subject that
had led to the action they had taken related to their teaching practices in class
(Psychological Dictionary, 2019). Teacher attitude was one of the most powerful
forces affecting students’ progress”, teachers with good attitude will like to use
instructional material during his/her teaching (Joseph, 2019). Teacher’s attitude was
strongly mentioned to influence student achievement in environmental studies. The
learner draws from the teacher’s deposition to form their own attitude which had
affected their performance (Tanveer at el, 2000).

Negative attitude toward teaching was significantly related to low achievement

among the Environmental Studies pupils stated (Kiwanuka, 2015). Also studies that
specifically focused on teacher’s attitude and student performances in
Environmental Studies when teaching found out that teacher’s attitude contributed

7
to learner’s academic performance and behaviour (Agyaman, 2015). Moreover,
teachers’ beliefs about weather and seasons as a topic such as the usefulness of
Environmental Studies, the way weather and seasons should be learned, the
difficulty or ease of Environmental Studies as well as gender ability and beliefs had
also affected their attitudes toward the subject and impact on student’s performance
(Devlin, 2019).

According to Pasomentier (2013), teachers had avoided talking negatively about

Weather and seasons and the subject itself s, they had avoided saying that the
topic was hard or useless, instead they had encouraged learners not to give up and
help them with the seasons when they were unable to answer question. Teachers
had helped learners to develop positive attitude toward Environmental Studies
when teaching weather and seasons, this aid will increase the interest of learners in
learning weather and seasons (Obodo, 2012). He further stated that teacher should
make the topic interesting and exciting enough through the methods that will be
used.

2.2.2 Learner interest toward weather and seasons as a topic

Learner interest refers to the inclination of the learner towards a particular subject in
which she or he is easily able to connect without hurdles or hassle (oxford
dictionary). Larzin and Wan (2003) have observed that student interest in learning
more about weather and seasons declines as they move from grade 1 because
they have fear that weather and seasons is a difficult topic. According to Mensah,
(2013) some learners show minimal interest in learning weather and seasons and
only some learners write the informal activities given to them by conducting different
math sources to complete their Environmental Studies works, however some of the
learners don’t do any activities or homework and they don’t submit and that affect
their performance’s negatively.

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2.2.3 Learners attitude

Learner attitude is the feeling or way of thinking that affects the learner’s behavior
toward a certain subject (Oxford dictionary). According to Ayman, (2015), learner’s
attitude was seen to have affected their academic performance in Environmental
Studies in different ways. In the comparative study researcher found out that there
was a direct link between student attitude toward the topic of weather and seasons
in Environmental issues Studies and student outcomes. Student has been found to
approach Environmental Studies as procedural and rule oriented, this was said to
have prevented them from experiencing the richness of Environment and the many
approaches that could be used to develop competences in the subject, students’
success in weather and seasons was dependented on their attitude towards the
topic (Martin, 2015). Students’ thinking and postures were found to have the
potential to either assist or hinder learning.

According to Gess-Newsome, (1993), learners should have conceptual

understanding over procedure, conceptual understanding consist of those
relationship constructed internally and connected to already existing ideas. Gess-
Newsome,(1993) further stated that it involves the understanding of Environmental
Studies ideas and procedures that include the knowledge of basic conceptual facts,
whereby learners should make use of conceptual understanding of Weather and
seasons, when they identify and apply principles, know and apply fact and
definition, and compare and contrast related concepts(knowledge learnt with
understanding, provided a foundation for remembering or reconstructing facts and
Methods for solving new and unfamiliar problems and for generating new
knowledge. Teachers have encouraged their learners that working hard to
understand weather and season's concepts and when to apply versus simply
memorizing the name of the seasons is essential to do as well (Lederma, 1993).

9
2.3 The opportunities presented when teaching and learning Environmental
Studies

Teaching and learning Environmental Studies presented numerous opportunities

that extended beyond the classroom and have far-reaching implications for
individuals and society as a whole. Here were some of the opportunities associated
with teaching and learning Environmental Studies.

2.3.1 Environmental awareness

Environmental awareness was a significant opportunity presented when teaching

and learning Environmental Studies. Through this educational discipline, individuals
gained a heightened consciousness and understanding of the environmental
challenges facing our planet (Armstrong, 2009). It fosters an appreciation for the
delicate balance of ecosystems, the importance of biodiversity, and the
interconnectivity of human activities with the natural world. Environmental Studies
educated students about pressing issues like climate change, pollution, resource
depletion, and habitat destruction, which empowered to make informed decisions
and take responsible actions to protect the environment (Kalejaiye, 2005) . This
awareness extended beyond the classroom, influencing personal choices,
consumer behaviors, and civic engagement, ultimately contributed to a more
environmentally conscious and sustainable society that actively addressed and
mitigated environmental problems (Moyer, 2008).

2.3.2 Critical thinking

Critical thinking is a fundamental opportunity presented when teaching and learning

Environmental Studies. This field of study encourages students to analyze complex
environmental issues from a multidisciplinary perspective, enabling them to assess
problems, weigh evidence, and develop well-informed solutions (Carmon &
Francisco, 2006). Environmental Studies challenged learners to think critically about
the ethical, social, economic, and ecological dimensions of environmental problems,
fostering a deeper understanding of their root causes and potential consequences.

10
According to Singh (2020), learners are encouraged to question assumptions,
consider multiple viewpoints, and engaged in evidence-based decision-making,
skills that were not only valuable in addressing environmental challenges but also
transferable to various aspects of life. This critical thinking capacity empowers
individuals to become effective problem solvers and advocates for responsible
environmental stewardship, which was essential for addressing pressing global
issues like climate change, biodiversity loss, and resource conservation (Saad,
2004).

2.3.3 Interdisciplinary learning

Interdisciplinary learning was a significant opportunity presented when teaching

and learning Environmental Studies. According to Ajogbeje & Alonge (2012), this
field inherently embraces the interconnectedness of various academic disciplines,
making it a prime example of interdisciplinary education. Environmental Studies
draws knowledge and methodologies from diverse subjects like biology, chemistry,
geography, sociology, economics, ethics, and more to comprehensively address
complex environmental issues (Alhassana, 2006). This approach offered students a
holistic understanding of the challenges and solutions related to the environment,
encouraged them to see problems from multiple angles. It nurtured the ability to
synthesize information from different sources, fostering creativity and adaptability.
Such interdisciplinary learning not only equiped students with a well-rounded skill
set but also prepared them to excel in a variety of careers where addressing
multifaceted problems was essential, ensuring a more informed and effective
approach to environmental stewardship (Alhassana,2006).

2.4 Effective ways to be employed to overcome the challenges when teaching

and learning Environmental Studies

To overcome the challenges experienced by both teachers and learners when

teaching and learning Environmental Studies, several effective strategies and
approaches had been employed. These strategies had aimed to enhance

11
engagement, comprehension, and the overall learning experience. Here were some
effective ways to address these challenges.

2.4.1 Use real-world examples

Using real-world examples is a highly effective strategy for overcoming challenges

in teaching and learning Environmental Studies. Environmental issues could be
often seem abstract and distant to students, but by grounding lessons in tangible,
real-world situations, educators had made the subject matter more relatable and
engaging (Anthony et al., 2012). These examples illustrated the direct impact of
environmental decisions on people's lives, ecosystems, and communities. For
instance, discussing the consequences of a local pollution incident or the success
story of a conservation project has provided concrete context for abstract concepts.
Swara (2011) added that, real-world examples also emphasized the relevance of
Environmental Studies to students' daily lives, encouraged them to connect their
learning to personal experiences and sparking a sense of responsibility for the
environment. This approach made the subject matter more accessible, enhances
comprehension, and motivates students to take proactive roles in addressing
environmental challenges.

2.4.2 Active learning

Active learning is a highly effective strategy for overcoming challenges in teaching

and learning Environmental Studies. Given the complexity and interdisciplinary
nature of environmental issues, active learning methods like group discussions,
hands-on experiments, problem-solving exercises, and debates engage students
directly in the learning process (Baumert, 2010). These activities encouraged
students to think critically, ask questions, and apply their knowledge to real-world
scenarios, making the subject matter more accessible and relatable. Through active
learning, students became active participants in their education, which fostered a
deeper understanding of environmental concepts and promotes retention of
information (Pugalee, 2004). It also empowered students to develop essential skills
such as critical thinking, teamwork, and problem-solving, which were invaluable for

12
addressing environmental challenges and preparing them for future careers in the
field.

2.4.3 Address misconceptions

Addressing misconceptions was a crucial and effective strategy in teaching and

learning Environmental Studies. Many students entered the classroom with
preconceived notions or misunderstandings about environmental issues, often
influenced by popular culture or incomplete information (Sparks & Sarah, 2011). To
overcame these challenges, educators have identified and addressed these
misconceptions head-on. According to Kele (2018), by acknowledging and
discussing common misunderstandings, teachers created a supportive and open
learning environment where students felt comfortable asking questions and
challenging their existing beliefs. This process has not only corrected inaccurate
information but also fostered critical thinking and inquiry-based learning. It
encouraged students to evaluate claims, consider evidence, and arrived at a more
accurate and nuanced understanding of environmental issues, promoting a
foundation of knowledge that is built on facts and scientific evidence rather than
misconceptions (Beyranevad, 2016).

2.5 Summary

This chapter outlined the review of related literature about the challenges and
opportunities when teaching and learning weather and seasons in environmental
studies were discussed both teacher and learners’ related factors. The factors
affected teacher’s performance in teaching weather and seasons was also
presented under this chapter. Moreover, strategies that had been employed to
enhance learner’s performances were also discussed in this chapter. The next
chapter has provided the research methodology that will be used to collect data’s.
The research approach and design, population of the study, sampling procedures,
and research instruments, data collection methods, data analysis as well as ethical
consideration.

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 CHAPTER 3: RESEARCH METHODOLOGY

3.1 The introduction

This chapter consisted of research design definition, the categories of research

design with their characteristics. The population of the study was also part of this
chapter, whereby the definition of the population of the study had been discussed.
This chapter also included the sample and sampling methods that the researchers
was used. Research instruments, data collections, data analysis procedures were
also part of this chapter. Moreover, validity and reliability, ethical consideration and
structure of the chapters were going to be presented and finally time fame is the last
component of this chapter.

3.2 Research approach

The systematic method or technique used by researchers to conduct their inquiry

and gather data is referred to as the research approach (Henricho, 2020). Henricho
(2020) added that, it provided a framework for selecting methodologies, tools, and
procedures to successfully answer research issues and achieve study objectives.

3.2.1 Qualitative approach

A qualitative approach in research involved exploring and understanding

phenomena through non-numerical data, such as words, images, and observations
(Betensky, 2019). It aimed to uncover underlying meanings, patterns, and
complexities in human experiences, behaviors, and social contexts. Qualitative
research methods, such as interviews, focus groups, and content analysis, allow
researcher to delve into the subjective aspects of a phenomenon, capturing
individuals' perspectives and providing in-depth insights (Betensky, 2019). The
focus was on generating rich descriptions and interpretations that contributed to a
deeper understanding of the studied phenomenon.

14
This study had used qualitative approach because it entailed gathering non-
numerical data using methods such as interviews and observations. The researcher
chose this approach hence it provided in-depth insights into complex phenomena
and human experiences. It allowed researcher to explore nuances and uncover
hidden meanings that quantitative methods might miss.

3.3 Research design

The general plan or framework that specified how a research study will be done,
including the methodology, data gathering techniques, and processes utilized to
meet the research questions or objectives, is referred to as the research design
(Gay, 2020).

3.3.1 A Case Study

Case study research involved an in-depth investigation of a particular individual,

group, organization, or situation (Creswell, 2014). The objective was to gain a
comprehensive understanding of the chosen case in its real-life context. Case
studies often used multiple data sources, such as interviews, observations, and
documents, to have providedhave provided a rich and detailed description of the
case's characteristics, processes, and dynamics. Researcher aim to develop
insights, patterns, and contextual understanding specific to the case, contributing to
a broader understanding of complex social or organizational phenomena.

This study had used case study design to acquire a thorough grasp of a certain
scenario. The researcher believed that case study design was effective when the
event being examined is unusual, complicated, or difficult to isolate from its
environment. This design enabled in-depth study of various variables and provide
rich and deep insights into the subject's complexities, making it useful for creating
hypotheses, developing theories, and offering practical consequences for real-world
settings.

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3.4 The population

Population refers to all individual’s, units, subjects that will be considered in a

research project. According to Gray, (2011) the population is the larger group with
one or more characteristics in common from which a sample is obtained. The
targeted population for this study was one selected school in Ohangwena region, in
Okongo circuit, as well as Environmental Studies teacher and grade 3 learners3
learners from 2 classes.

3.5 The sample and sampling procedures

According to Howell, (2013), sample concerned with the selection was a subset of
individuals from which was a defined population estimate characteristic of entire
population. It’s also defined as a small group or subset of the population selected
from the larger population. According to Bhardwaj, (2019) Non probability sampling
is a type of sampling where the researcher ability was to select elements for the
sample. Under this sampling only certain elements as the chance to be part of the
sample. The non-probability sampling outcome might be biased and makes difficult
for all element of the population to be part of the sample equally.

Purposive sampling was a strategy in which particular settings, persons or event

were selected deliberately in order to provide information that cannot be obtained
from other choices (Harmed, 2016). Ppurposive sampling had been used when
selecting Environmental Studies teacher and some of the grade 3 learners only,
because it enabled the researcher to squeeze a lot of information out of the data
that they had collected. Purposive sampling allowed the researchers to describe the
major impact their findings had on the population (Natalie, 2020). Moreover, it was
one of the most cost-effective and time-effective sampling methods available to the
researcher. Its only appropriate method available if there were only limited number
of primary data sources who had contributed to the study. The researcher will also
be able to draw upon wide range of qualitative research design when their focus is
on purposive sampling (Natalie, 2020).

16
3.6 The research instruments

Research instrument, refers to the strategies that the researcher has used to
collect data. The researcher had used face to face interview with the teacher and
wrote down the main point by using a phone to record the conversation with the
teacher and for learners. The researcher had gone to observe the teacher in one of
the Environmental Studies in weather and seasons lesson to collect data for both
learner’sboth learner’s participation and teaching methods.

3.6.1 Interview3.6.1 Interview

According Barrette& Twycross (2018), this was the instrument that involved either
structure or unstructured verbal communication between the participant and the
researcher, during which information was obtained for the study. Interviewing
involved asking questions and getting answers from participants in order to collect
the data. According to Emzir (2010), interview consisted of several preset questions
which were addressed to people who became the research subject. Besides,
Creswell (2012) stated that interview was a period when researchers asked. The
researcher had used semi structured interview to collect data.

This studyThis study had employed this research tool to collect data from the
teachers hence it provided a clear set of instructions for interviewers. It allowed the
participant the freedom to express their views in their own terms and data were
being collected face to face which made the information original (Barrett &
Twycross 2018). Therefore, a semi structured interview was suitable to collect data
in this study.

3.6.2 Non-participant observation

This was a type of observation where the researcher was not involved in a group
being observed, the researcher only became an observer. The researcher had used
non- participant observation in this study. An advantage of this was that it allowed
for a more objective view of what was occurring. It was easier because every day,
everyone observed different things in their lives. If little training was given, then it

17
had made a person perfect for observing their surroundings, natural surroundings,
the observation method of data collection described the observed phenomenon
precisely and does not introduce any artificiality like other methods (Barrett &
Twycross 2018).

The researcher has opted for this instruments to ensure quality data would be
harvested and to avoid bias. This instrument had been used to collect data from the
learners.

3.7 The data collection procedures

The data collection had focused onfocused on Environmental Studies teachers and
some grade 3 learners. The approval letter from the University reception has been
used to seek permission from the principal for the researcher to collect the data
from that one selected school. The researcher had to make an arrangement with
the participant as to when to conduct collect data. Interview questions have been
provided to the participant in advance 3 days before the interview. Observation has
been conductedbeen conducted after the interview was completed.

3.8 The data analysis procedures

Data analysis is the process of gathering information, modelling and transforming

information with the goal of highlighting useful information, suggesting conclusion
and supporting decision making (Jooste, 2010). The finding of the study has to be
related to the pre-existing literature review, concepts, theories and research,
creating dialogues between the findings and literature review. The data to be
collected had bebeen analysed qualitatively as per qualitative research designed
opted by the researcher through narrative analysis method. Moreover, this method
had been used to analyse content from interview and observation. Narrative
analysis ws used to analyze data from interview and observation, the researcher
had used a recording device during the interview and after that those data will be
transcribed it into writing (Jooste, 2010).

18
3.9 Validity and reliability

Validity and Reliability according to Creswell (2018) explain validity and reliability as
instrument that were used to measure how well the method or instrument used to
collect data was. It was used by the researcher to measure the validity of the
questions used during the process of correcting data and reliability was about the
consistency. The research instrument used when collecting data has been
approved by the supervisor to make sure that they were valid and reliable before
the researcher made usemade use of them.

3.10 Ethical3.10 Ethical consideration

Gaining entry

An approval letter from the IUM Reception was used by the researcher to collect
data and carry out the research project at one selected school in Ohangwena
regionOhangwena region. This letter was handed to the Director of Education in
Ohangwena to get the approval letter in order for the researcher to go collect data
at that school. The researcher then took both the approval letter from the university
and the one from the education director of Ohangwena to the principal of that
school.

Informed consent

Was one of the main elements of ethical consideration that a researcher was
expected to pay attention on when conducting a research project (Denzel, 2011)?
The term consisted of two important aspects with each one requiring careful
consideration, that’s ‘informed’ and ‘consent ‘. Respondent had been informed of
what will be asked of them, how data was to be used, and the time and what if any
consequences there could be (Denzel, 2011). They have been also informedalso
informed that they had the right to withdraw if they felt like not interested in taking
part in the research project and the researcher has no right to force the participants
(Denzel, 2011).

19
Confidentiality

The researcher has informed the respondent that all their names will not be
published in fact all the information they had providedhad provided would be kept
safe. Participant confidentiality means the participant identity will be known by the
researcher and the readers will have no idea about it (Denzel, 2011).

Respect of the participant right

Participants have been treated with full respect; this serves to be one of the
researcher responsibilities when going to carry out the research project. Human
dignity have been considered to all the voluntary participant or to those who are
willing to participate (Denzel, 2011)

3.11 Summary

Under this chapter, the researcher presented the definition of research design,
categories of research design such as qualitative and quantitative. The chapter also
discussed about the population of the study, research instrument to be used was
also discussed with their strength and weakness. Data collection, data analysis,
validity and reliability of the research was also presented. Moreover, ethical
consideration such as gaining entry, inform consent, respect the person as well as
confidentiality was also presented under this chapter. Structure of the chapters and
time frame was also presented in this chapter.

20
 CHAPTER 4: DATA PRESENTATION, ANALYSIS INTERPRETATION

4.1 Introduction

This research focused on the challenges experienced when teaching weather and
seasons in environmental study among grade 3 learners at a selected combined
school in Okongo ciruit, Ohangwena Educational Directorate, and the results are
presented and discussed in accordance with the research objectives and questions
in various sections of the chapter.

4.2 Biographical information of Participants Table

4.2.1 Biographical information of Grade 3 teachers

Teacher Gender Qualification Teaching experience

Teacher Female BHPJ 8 years

X

Teacher Female DJ 2 years

Y

Teacher Female BED 17 years

Z

Table 4.1 described biographical information of Grade 3 teachers that participated

in this study and the level of their education. As it can be seen from the table, both
teachers are employed as ordinary teachers who are degree holders and they both
fall under the same range 25-35 years. In the matter of gender teacher X ,YX, Y
and Z were females.

21
4.3 Presentation of Data

4.3.1 Findings from the Interview Thematic analysis of teachers’ response

4.3.1.1 Challenges Experienced as an Environmental Studies Teacher

Theme 1: As an Environmental studies teacher ,what challenges did you

experience

Teachers were asked to reveal the challenges experienced in cin teaching

environmental study among grade three learners, and this is how they responded.

Teacher X :X “when teaching weather and seasons learners fails to

differentiate between the two and also they fail to tell the weather of the day
for instance if its sunny, cloudy or snowy due to the absence of materials
which could show them the types of seasons of the year and the differences
or in weather that some of those cantcan’t be found in their environment”.

Teacher Y: “learners sometimes have ignorance of things that they are, even if
its things they do everydayevery day”.

Teacher Z : teachers fail to get enough learning materials and kids tend to fail
a lot furthermore not all the learners can tell or mention the weather or
seasons of the year which leads the repetition of the topic .

Environmental studies teachers working with grade three learners face significant
challenges in effectively conveying concepts related to weather and seasons.
Teacher X points out the difficulty learners have in distinguishing between weather
and seasons due to the absence of materials illustrating these concepts. This lack
of visual aids hinders learners' ability to identify different weather patterns and
seasonal changes, particularly those not observable in their local environment.
Additionally, Teacher Y highlights learners' ignorance of everyday phenomena,
underscoring the need to bridge experiential learning with conceptual

22
understanding. Teacher Z echoes concerns about inadequate learning materials,
which not only impede effective teaching but also contribute to learners' difficulties
in comprehending weather and seasonal concepts. These challenges emphasize
the necessity of addressing resource limitations, enhancing experiential learning
opportunities, and implementing innovative teaching strategies to facilitate
environmental studies education for grade three learners effectively.

4.3.1.2. Effects of Challenges on Learner's Academic Performance

Introduce quotes or paraphrased information from the interview in your text.

In examining the effects of challenges on learner's academic performance, insights from

interviews with teachers shed light on critical issues faced in the educational landscape

Theme 2: what effects do you think those challenges have on the learners
academic performance?

Teacher X :X argued that “the absence of the materials for teaching aids can
make kids to perform poorly as some of the seasons are absent in their
surroundings or environment”. Similarly,

Teacher Y lamented that: “the learners have poor or low marks which eventually
can affect them at the next grade”.

Teacher X, : “if there are no enough materials to make teaching aids, it can lead to
learners failure as they learn morelearn more best when touching or looking at
things this makes it difficult as they are not able meet their learning objectives”.

Theme 3: based on your teaching strategy what did you experience during the
teaching of environmental studies?

Teacher X: lack of learning materials like books and mostly some of the things to be
taught are not clearly shown or explained in the books,thisbooks, this makes it hard
for learning and also most kids are not exposed to new things which can make
contribute better to their learning process.

23
Teacher Y: low level of concentration

Lessons are too few

No enough books and materials

Teacher Z :mostZ: most kids who understand the content based on materials that
are used during the lesson are more happier because they understand the topic but
some are less interested as they do not understand anything.

Theme 4: As per your thoughts, what are the effective ways that teacher and
learners can implement to overcome the challenges experienced when
teaching and learning environmental studies?

Teacher X :X: leaning materials should be enough and accurate and well updated
books. Apart from teaching aids, teachers should be provided with portable
computersportable computers and projectors to improve the learning process.

Teacher Y: using seeing is believing strategies, giving learners more work to do like
projects and allowing them to explore and use more teaching aids .aids.

Teacher Z :Z: As a teacher you need to change the way of teaching kids in order to
make all learners understand and also learners can come with their own ideas or
bring up teaching aids of their own choices to make their learning more effective
and easy.

Theme 5 :5: how will you ensure that parents are involved in the learners
learning?

Teacher X: telling parents about the importance of education and providing kids
with proper stationaries, putting up a day for the parents to come to school to check
their children's progress or performances at school and also by keeping a good
communication between the teacher and the parents, in addition to that parents

24
should also be assisting their children with their school works like homework’s or
teaching them how tp read and write at home.

Teacher Y: Allow parents to have class visit, regularly check their children's work
and also by having a close relationship with parents, learners and the teachers.

Teacher Z :Z: parents can assist the kids or the teacher in coming up with teaching
aids when learners are given a homework furthermore parents should be able to
teach their kids at home for instance when they are given homework’s. Parents
should be able to teach their kids at home for instance writing simple words or
counting or even in writing their own names. Parents should have a special meeting
with the teachersthe teachers and the learners in order to correct and see where
their kids are struggling.

4.3.2 Findings from the observation

The observation was designed for Grade 3 about the challenges experienced when
teaching weatherteaching weather and seasons in environmental study among
grade 3 learners at a selected combined school in Okongo ciruit, Ohangwena
Educational Directorate.

The researcher noted down everything during the observation of the Environmental
study lessons.

The following aspects (observation guides and focus) were prepared and observed
in three grade 3 Environmental study lessons.

Observation focus 1: identify challenges faced by grade 3 learners during weather

and seasons lessons.

Observation focus 2 : AssesAssess the impact of challenges on learning outcomes.

Observation focus 3 : identify potential strategies and interventions employed by the

teacher.

Main focus Comments

25
1.Learners Good interaction in the classroom and learners are participating yet
engagement majorities are giving wrong answers
and
participation

Learners Most kids were unable to tell the weather and others couldn't tell the
questions and seasons of the year though they only know them by head.
confusing

Learners As they are giving wrong answers they got a little bit discouraged
interest about the topic though they are eager to learn.

2.Assessment As they are given an activity with pictures to write the names of the
and seasons they performed poorly as they failed to sort them out.
performance

Retention and Majority of learners could tell the weather of the day but couldn't tell
application of the seasons of the year.
knowledge

Conceptual Learners can mention the seasons but when given pictures to write
understandin the names they couldn't get it right.
g

3. Teaching Teacher showed books with pictures of the seasons and posters
strategies with clear visible pictures which shows different seasons.

Teacher- The interaction between the teacher and the learners was very
Learners impressive as the kids could participate freely.
interaction

Peer learning Learners are learning through each other and they are all getting
along with the topic.

26
The observation schedule reveals a classroom environment characterized by active
learner engagement and participation, although many students provide incorrect
answers, particularly regarding distinguishing weather from seasons. Despite
evident enthusiasm for learning, learners display discouragement when unable to
correctly identify seasonal attributes. Assessments indicate that while learners can
identify daily weather patterns, they struggle with sorting and naming seasons
accurately, highlighting challenges in knowledge application and conceptual
understanding. The teacher employs effective teaching strategies, utilizing visual
aids like books and posters to illustrate seasons vividly, fostering a positive teacher-
learner interaction conducive to peer learning. Although collaborative learning
flourishes, addressing conceptual gaps and refining assessment strategies emerge
as crucial areas for enhancing overall learning outcomes.

4.4 Interpretation and Discussion of Findings This section will discuss the
data presented in the previous section.

The study sought to the challenges experienced when teaching weather and
seasons in environmental study among grade 3 learners at a selected combined
school in Okongo ciruit, Ohangwena Educational Directorate.

The findings are hereby discussed in relations to the existing literature.

27
4.4.1 Cchallenges experienced studiesexperienced studies teachers in
environmental study among grade 3 learners

The study revealed that the challenges experiencedchallenges experienced when

teaching in teaching environmental study are when teaching weather and seasons
learners fails to differentiate between the two and also they fail to tell the weather of
the day for instance if its sunny, cloudy or snowy due to the absence of materials
which could show them the types of seasons of the year and the differences or in
weather that some of those cantcannot be found in their environment. learners
sometimes have ignorance of things of what they are, even if its things they do
everydayevery day and also teachers fail to get enough learning materials and kids
tend to fail a lot furthermore not all the learners can tell or mention the weather or
seasons of the year which leads the repetition of the topic .

Government schools, particularly in underfunded or resource-constrained areas

face budgetary constraints that limit their ability to purchase an adequate supply of
teaching materials.

This finding is in agreement with Earthman (2016) who found that the amount going
unto primary education is very low, and this is borne out by the observation on the
quality of the primary school and the great limitation on the teaching materials. This
finding is also in agreement with Spoolman (2011) who asserted that in many
countries there are insufficient basic materials such as blackboards, text books,
chalks teacher support materials, learner work books and supplementary learning
aids. They may be unavailable due to lack of financial resources to publish and
transport them, lack of human resources to develop them or make them
appropriate, and due to geographical barriers, that made delivery untimely or
impossible.

The study also revealed that inequitable resource allocation can cause inadequate
teaching materials in school. Some schools experience disparities in resource
allocation, leading to uneven distribution of teaching materials. This can result in
certain classrooms having an abundance while others face shortages. This is in

28
agreement with Earthman (2016) who states that education budgets may be
constrained, leading to a lack of resources to purchase or develop adequate
teaching materials. Schools and educational institutions often face financial
challenges, which can restrict their ability to invest in updated textbooks,
technology, or other learning materials.

The study also revealed that rapid increases in learners’ enrolment can strain
existing resources, leading to shortages of teaching materials. Economic factors
such as inflation, currency devaluation, or economic downturns can impact the
purchasing power of schools, potentially leading to shortages. This is in line with
Lackney (2012) who notes that, financial problems delayed many activities in
education. In the educational sector, the local government had problems of
purchasing books and teaching materials. This caused a chain reaction where
already printed books were piled up in the stores and printing programmers could
not be implemented serious debt problem between local government, book
distributers, printers and publishers arose. Lack of donations or Sponsorship cause
insufficient teaching materials. In some cases, schools may rely on donations or
sponsorship for teaching materials. If these sources are limited, it can result in a
shortage. The study also found that Geographical or Logistical constraints cause
insufficient teaching materials. Remote or hard-to-reach areas may face logistical
challenges in the timely delivery of teaching materials, contributing to shortages.

4.4.2 what effects do you think those challenges have on the learnerslearners’
academic performance?

the absence of the materials for teaching aids canaids can make kids to perform
poorly as some of the seasons are absent in their surroundings or environment. In
addition to that the learners have poor or low marks which eventually can affect
them at the next grade and if there are no enough materials to make teaching aids,
it can lead to learners failure as they learn morelearn more best when touching or
looking at things this makes it difficult as they are not able meet their learning
objectives.

29
The study findings revealed that due to the inadequate of teaching materials for
learning during the lesson affects the learner both short-term and long term. In short
term, a lack of teaching materials can lead to difficulty in retaining information and
understanding concepts. This can affect learners and lead to frustration and
decreased motivation to engage in the learning process. Over time, it can lead to
decreased opportunities and inequality, as those with access to materials succeed
academically and professionally.

The study found that insufficient teaching materials in environmental studies

maystudies may lead to missed opportunities for interactive and engaging learning
experiences. This could potentially result in a less comprehensive understanding of
the subject matter, which might affect the academic performance of grade 3
learners, particularly in assessments that require a deeper understanding of
environmental study concepts. The study also found that when there is a scarcity of
teaching materials, it can limit the variety of instructional methods that the teacher
can employ. This could potentially lead to a less dynamic and engaging learning
environment for grade 3 learners. While it may not necessarily directly impact
academic performance, it could hinder the depth of comprehension and the ability
to apply environmental study concepts in practical situations. This is in agreement
with Miller (2011) who states that insufficient materials may hinder learners’ ability
to grasp complex concepts. Learning materials provide valuable support for
explaining complex concepts and reinforcing key ideas. When these resources are
lacking, learners may struggle to fully grasp the subject matter. This can result in
lower comprehension, incomplete understanding and difficulty applying knowledge.

The study further revealed that lack of teaching materials affectaffects both
teachers and learners. Teachers effective teaching is affected as they were unable
to teach and meet the objectives as supposed to. Teachers need environmental
study textbooks to guide them when they are teaching to be able to meet the
objectives of the subject. Lack of teaching materials also negatively affect learners’
academic performance because learning can only be enhanced if all learners have
environmental study textbooks which they can be able to take home for learning to

30
continue even after knocking off at school. The study revealed that not only in
environmental study but also teaching anything mostly depends on the materials.
Mostly the teachers faced this kind of problem, the teaching materials which are
essential for delivering the lectures of the environmental study to the learners for
effective learning are not provided to them. It became very difficult for the teachers
to teach without the materials essential for the subject. Lack of teaching material
hinders learners’ creativity.Thecreativity. The findings are in agreement with David
(2020) who found that materials can stimulate creativity and critical thinking abilities.

4.4.3 based on your teaching strategy what did you experience during the
teaching of environmental studies?

lack of learning materials like books and mostly some of the things to be taught are
not clearly shown or explained in the books, this makes it hard for learning and also
most kids are not exposed to new things which can make contribute better to their
learning process. Low, level of concentration, lessons are too few and also no
enough books and materials and most importantly kidsimportantly kids who
understand the content based on materials that are used during the lesson are
more happier because they understand the topic but some are less interested as
they do not understand anything.

The teachers have tried totried to create materials on their own which in turn didn’t
really help as some of the learners fail to understand them very well. They also
asked their neighboring schools on how they tackle the issue of lack of teaching
materials but they take time to respond in which some of them could respond after a
long time and the topic is already due or taught already .already. Teachers have
learnt how to share resources with their fellow colleagues. This is in line with
Abalade (2019) who noted that, there is a need for schools establish good and
permanent relations with neighboring communities and companies to influence their
financial and materials support to schools. The schools are encouraged to have a
good interaction with other schools, a good interaction with the circuit as well as
with the region in order for them to share all the relevant available materials.

31
Parents are also encouraged to support their children’s education. This is in
agreement with Jacob (2015) who mentioned that parents can be asked to
volunteer to read stories which would give teachers time to make resources.
Furthermore, parents with artistic ability can assist with the making of some
teaching and learning and materials. The active involvement local communities,
parents and private companies is essential to influence their financial and material
support to schools.

The findings of this study further suggested that teachers have tried to make us of
the internet but there are no projectors and enough computers at school to sustain
the learners needs. There are numerous amounts of resources that are available
online to teachers and learners that can be used in the classrooms which could be
of good use and help to both the teachers and the learners but there is a lack of
electronic devices at school and this hinders the learning progress for the learners
alot and teachers could make resources or download free resources from the
internet but due to the lack of internet at school teachers are unable to explore
further with the learning process online. This is in agreement with( Aboladewith
(Abolade) (2009) who states that in today's digital age, technology can be a
valuable tool for teaching if school are provided with any so that teachers may
utilize online resources, educational websites, and educational apps to supplement
the lack of physical teaching materials. Online videos, interactive simulations, and
virtual labs can provide engaging and interactive learning experiences.

4.5 Summary

This chapter presented the research findings and discussed the findings of the
study that were obtained through two research instruments used during this study.
Information from those two instruments were presented in themes. In the discussion
of findings, the researcher made a clear relationship on what was found in this
chapter with related issues in literature review in chapter 2.

32
33
 CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATION

5.1 Introduction

This final chapter of the study concludes the entire project. The chapter is divided
into three sections, namely, the summary, conclusion, and recommendations.
Conclusions and recommendations are based on the results of the study. This
chapter builds on information based on the data collected and draws conclusion on
the data analyzed based on the research findings. It also includes the
recommendations for how the research could help to increase the supply of
teaching materials in teaching environmental study. The conclusion section simply
summarizes the findings of the study, while recommendations give proposed future
actions to improve the situation as well as suggestions for future studies.

5.2 Summary of the findings

The purpose of this study was the challenges experienced when teaching weather
and seasons weather and seasons environmental study among grade 3 learners at
a selected combined school in Okongo ciruit, Ohangwena Educational Directorate.

The following is a summary of the findings based on the objectives of the study.

 To find out the challenges experienced by teacher and learner's when teaching
and learning environmental studies at a selected school in Okongo circuit,
Ohangwena Educational Directorate.

 To determine the opportunities presented when teaching and learning

environmental studies at a selected school in Okongo circuit, Ohangwena
Educational Directorate.

 To suggest effective ways to that can be employed to overcome the challenges

experienced by teacher and learner's when teaching and learning
environmental studies at a selected school in Okongo circuit, Ohangwena
Education Directorate.

34
In order to seek answers to the stated objectives the researcher utilized a
qualitative approach to collect data.

The researcher used interview and observation to collect data from participants.

The following is a summary of the major findings of the research study

The study revealed that the challenges experiencedchallenges experienced when

teaching in teaching environmental study are when teaching weather and seasons
learners fails to differentiate between the two and also they fail to tell the weather of
the day for instance if its sunny, cloudy or snowy due to the absence of materials
which could show them the types of seasons of the year and the differences or in
weather that some of those cannot be found in their environment. lack of learning
materials like books and mostly some of the things to be taught are not clearly
shown or explained in the books, this makes it hard for learning and also most kids
are not exposed to new things which can make contribute better to their learning
process.

Government schools, particularly in underfunded or resource-constrained areas

face budgetary constraints that limit their ability to purchase an adequate supply of
teaching materials. Teachers have learnt how to share resources with their fellow
colleagues. This is in line with Abalade (2019) who noted that, there is a need for
schools establish good and permanent relations with neighboring communities and
companies to influence their financial and materials support to schools.

The study also found that when there is a scarcity of teaching materials, it can limit
the variety of instructional methods that the teacher can employ. This could
potentially lead to a less dynamic and engaging learning environment for grade 3
learners. While it may not necessarily directly impact academic performance,

35
5.3 Conclusions

Based on the findings of the study, the following conclusions could be drawn. The
research aimed the challenges experienced when teaching weather and seasons
inseasons in environmental study among grade 3 learners at a selected combined
school in Okongo ciruit, Ohangwena Educational Directorate. Basing on the
objective of study, the researcher concludeconcludes by writing that the research
questions of this study have been answered. Challenges experienced when
teaching weather and seasons in Grade 3 environmental studies can have a
detrimentala detrimental effect on learners’ engagement and comprehension. This
issue is primarily driven lack of teaching aids like textbooks ,lacktextbooks, lack of
concentration in learners and few lessons to complete the whole chapter in a short
period of time and potential loss or damage of materials. Addressing these
challenges requires a multi-pronged approach, including increased funding, proper
and well updated textbooks and effective material management. Moreover, some
strategies that can be used to increase the provision of teaching materials includes
the involvement of school principal in budget discussions, the improvement of
financial bases for poor schools and the involvement of other educational
stakeholders. This study benefited the researcher through collecting and analyzing
the data and providing a great contribution to the knowledge as it showed the
sources of the problem towards the challenges experienced when teaching weather
and seasons weather and seasons in environmental study among grade 3 learners
which the researcher can put into practice during her teaching career.

5.4 Recommendations

 The following recommendations are made based on the findings of this study
that emerged from interview and observation.

 This study recommends that the subject teachers should advocate for increased
funding and resource allocation to ensure that the learners have adequate
teaching materials by engaging with parents and stakeholders to prioritize
budgetary allocations to address material shortages.

36
 This study recommends proper updated textbooks to ensure that teaching
materials align with the curriculum requirements.

 This study recommends parents involvement and support to supplement

teaching materials.

 This study recommends professional development opportunities for teachers to

enhance their skills in creating and utilizing teaching materials effectively.
Training sessions can empower teachers to be more resourceful in addressing
material shortages.

 This study recommends that there is a need for collaboration among grade 3
teachers within the school. Schools should hold regular meetings where
teachers can share ideas, strategies, and teaching materials.

 This study recommends that there is a regular need for assessments to identify
specific requirements for teaching materials in grade 3 environmental study. The
findings from these assessments can inform targeted interventions and ensure
that resources are allocated where they are most needed.

 School principals should be involved in budget discussions for them to present

well-conceived plans.

5.5 Summary

This was the closing chapter of this research. This chapter gave a brief summary of
the findings, drew conclusion on the data analyzed based on the research findings
and gave recommendations for how the research could help to increase the supply
of teaching materials in teaching environmental study.

37
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 APPENDICES

APPENDIX A: Letter from IUM

43
APPENDIX B: Confirmation letter from the Principal

44
APPENDIX C: Observation guide

Observation guide

Objective 1: To identify the main challenges faced by grade 3 learners when

learning about weather and seasons in Environmental studies.

Observation Focus: Identify challenges faced by grade 3 learners during weather

and seasons lessons.

Main focus Comments

1. Learner engagement and

participation

2. Learners’ questions and confusion

3. Learners’ interest

Objective 2: To explore the impact of these challenges on the learning

outcomes of grade 3 learners in Environmental studies.

Observation Focus: Assess the impact of challenges on learning outcomes.

Main focus Comments

1. Assessment performance

2. Retention and application of

knowledge

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 3. Conceptual understanding

Objective 3: To suggest effective strategies and interventions to improve the

teaching and learning of weather and seasons among grade 3 learners.

Observation Focus: Identify potential strategies and interventions employed by the

teacher.

Main focus Comments

1. Teaching strategies

2. Teacher-learner interaction

3. Peer learning

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APPENDIX D: Interview guide

Interview guide for teachers

Kindly help me to answer the following questions, but before the interview begins, I
would like you to sign below.

Signature: …………………………………………………

Section A: Personal Information

Gender………………………………………………………………………………..

Teaching experience………………………………………..………………………..

Qualification obtained………………………………………………………………..

Section B: Structured questions

1. As an Environmental Study teacher, what challenges did you experience during

teaching of the subject?

….
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………

[2.] What effects do you think those challenges have on learnerslearner’s academic
performance?

….
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………

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2.[3.] Based on your teaching strategy, what did you experience during teaching of
Environmental Studies?

….
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………………

3.[4.] As per your thoughts, what are the effective ways that teachers and learner's
can implement to overcome the challenges experienced when teaching and
learning environmental studies?

….
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………………

4.[5.] How will you ensure that parents are involved in learners learning?

….
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………….

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