Exploring Integrated Teaching and Learning through Action Songs: A Participatory Action Research Study in Grade One Classes at Kabwata Primary School, Zambia

Abstract

This study explores the use of action songs as a pedagogical tool in early childhood education (ECE) within Zambia's mainstream education system. It addresses challenges faced by teachers in implementing integrated teaching methods. The study involved two grade one classes, one taught traditionally and the other using action songs, actions, and storytelling by the researcher. Employing participatory action research, the study assessed the impact of action songs on classroom organisation, cooperation, student participation, and subject integration. The findings indicated that action songs improved classroom management, fostered cooperation and participation, and facilitated subject integration. Educators are encouraged to incorporate action songs into their teaching methods, emphasising teacher training and resources. This study underscores the value of action songs in enhancing ECE teaching and learning.