Journal of the Educational Research Association of Zambia

A Comparative Analysis of Zambian Integrated Science Curriculum and Textbooks on Science Process Skill

2023-11-08T08:47:13-06:00

This study examined the characteristics of science process skills included in the Zambian 8th- and 9th-grade integrated science syllabus and textbook activities. This study employed content analysis as the research method. We utilized the framework that covers 12 science process skills such as observing, inferring, measuring, communicating, classifying, predicting, controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models. In the syllabus analysis, we captured 71 skills from the syllabus and calculated the percentage of each skill. For the textbook analysis, we developed a coding rubric and identified the inclusion of each skill in all the textbook activities. Two experts validated the coding process, and it showed high reliability with a 93.6% agreement rate and a kappa coefficient of 0.847. The results revealed that both Zambian integrated science syllabus and textbook activities emphasized the skills of observing, inferring, measuring, communicating, interpreting data, and partial experimenting. However, skills such as predicting, classifying, controlling variables, defining operationally, formulating hypotheses, and formulating models were rarely included. This study highlights that the current Zambian curriculum does not allow students to develop science process skills holistically. Based on these findings, we discussed future curriculum and textbook development suggestions.

Relationship Between Leadership Styles and Training Mode Implementation in The TEVET Sector in Zambia

2023-11-08T09:10:53-06:00

Management and leadership are important concepts that institutional managers exhibit in the day-to-day operations of a training institution. Institutional leadership is about influencing others to achieve desirable institutional outcomes. According to Technical Education, Vocational, and Entrepreneurship Training (TEVET) regulatory requirements, training institutions ought to comply with minimum training standards to maintain the relevance of the output of training by meeting labour market needs. However, a considerable number of the TEVET institutions are lowly graded (grade three), an indication of low compliance with quality standards. The number of registered TEVET institutions in grade three deteriorated to 62.3 percent in 2020 from 50.3 percent in 2015, which could be attributed to these institutions having challenges in managing training. This presents a gap in knowledge and practice regarding the role institutional leadership plays in TEVET because little was known about the functional relationship between institutional leadership and the selected attributes of technical and vocational training regarding training mode implementation. The purpose of the study was to examine whether there was a relationship between leadership styles and training mode implementation. A correlational explanatory survey design was used; a structured questionnaire was used to collect data, and descriptive and inferential statistics were presented. The study revealed a statistically significant relationship between Leadership Styles and Training Mode Implementation based on multiple linear regression. Transformational Leadership exerted the greatest effect on Training Mode Implementation. This implies that institutional managers should champion the blended use of training modes to enhance the service delivery of TEVET. In this paper evidence of institutional leaders having a significant role in training mode implementation in the TEVET sector is adduced and is the major contribution to empirical evidence on TEVET leadership and quality.

Pedagogical Practices Teachers use to teach Cinyanja in Monolingual Tumbuka Secondary Schools of Chasefu district in Eastern province of Zambia.

2023-11-08T10:04:52-06:00

This study aimed to investigate the pedagogical practices teachers use to teach Cinyanja to the Tumbuka learners of Chasefu district. The objectives were to ascertain the pedagogical practices that teachers use to teach Cinyanja in the secondary schools of Chasefu district, establish the pedagogical challenges being faced by the teachers to teach Cinyanja in the secondary schools of Chasefu district, and how best Cinyanja can be taught in Chasefu schools. A descriptive phenomenological design was used on the population of teachers, administrators, and learners in Chasefu district who were randomly sampled. The study sample was 60, which included five (5) deputy head teachers, five (5) heads of department for the department of Literature and Languages, ten (10) teachers of Cinyanja, and forty (40) pupils in five secondary schools. Data was collected through interviews, classroom observation, and focus group discussion guides. The findings revealed that teachers avoided certain pedagogical practices they had little or no knowledge about. The common pedagogical practices they used included discussions, individual work, pair work, group work, translation and code-switching. The pedagogical practices they avoided included debate, research, project work, drama, sketch, play activities and simulations and role plays. In terms of pedagogical challenges that teachers faced, the study revealed that there were inadequate teaching and learning materials, low literacy levels among learners, L1 interference causing code mixing in the works of the learners, negative attitude of the learners towards the subject and word for word translation when handling translation exercises. The study concluded that the teaching of Cinyanja in monolingual areas like Chasefu needed the implementation of translanguaging practices since they already use the practices in schools. The study recommended that translanguaging practices be used in training and teaching regional languages where monolingualism is more prevalent than the target language.

Transformative Pedagogies and Practices: The Potential of the School-Based In-service Teacher Training (SITT) Model in Transforming Teaching and Learning in Zambia

2023-11-16T08:34:11-06:00

In this paper, we examine the influence of the School-Based In-Service Teacher Mentorship and Support (SITMS) pilot project on the teaching and learning environment in the pilot secondary schools in Zambia. Using Mezirow's transformative learning theory as an analytical lens, we examined the data collected from the project activities, including the learning and sharing workshops, midline surveys, monitoring visits and interviews, to uncover significant changes in students' teaching approaches and attitudes towards learning. The findings of the study revealed six salient aspects that exemplify the revolutionary character of the SITMS project, and these include: (1) attitude change as a transformative teaching foundation, which involves a shift from traditional to creative teaching methods; (2) transformational transition to inclusivity, which focuses on adopting inclusive teaching practises and cooperative learning settings; (3) collaborative knowledge construction and experiential learning, which highlight hands-on experiences and active exploration in classrooms; (4) symbiotic teacher-student relationships, which increase students participation in the learning activity; (5)Transformative Communities of Practice and Collaborative Teaching, which encouraged a broad interchange of team teaching and workgroup formation, provided momentum for these joint efforts; and (6) Pedagogical Adaptation with Contextualisation, which promotes use infusion of local context in the teaching and learning environment. These findings highlight the importance of SITMS in promoting a favourable learning atmosphere, emphasising the potential of the SITMS project for broader educational reforms.

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

2023-12-13T05:05:33-06:00

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.