Challenges Faced by Junior Primary Teachers in Developing Learners’ Computation Skills in Mathematics: A Study of Selected Schools in Outapi Circuit, Omusati Region, Namibia

This research aimed to identify the difficulties encountered by Junior Primary Teachers in assisting Junior Primary learners in the Omusati region of Namibia in enhancing their computational skills in Mathematics. Computational skills refer to the ability to perform basic arithmetic operations, addition, subtraction, multiplication, and division, swiftly and accurately using mental calculations, paper and pencil, or tools like calculators. The study employed a quantitative research method with a descriptive research design. The data were gathered through online questionnaires created with Google Forms, which were then analysed using descriptive statistics and linear regression tests via SPSS version 28 software. The population size of the study was all the junior primary teachers in Outapi circuit. The sample size of the study was 70 respondents selected through simple random sampling. The research was underpinned by Vygotsky’s social constructivist theory, which emphasizes a teaching methodology that fosters active engagement of learners in their educational processes. Findings revealed that language barriers, along with cultural and socioeconomic factors, pose significant challenges for Junior Primary Teachers in facilitating the development of computational skills in their learners. It is recommended that teachers incorporate hands-on activities as a teaching strategy, allowing learners to utilize manipulatives, which could enhance their ability to develop and acquire computation skills. These findings have significant implications for the teaching and learning process, particularly for JPTs who are tasked with ensuring learners acquire these essential skills.