Examining Civic Education Learning and Assessment Strategies in Selected Secondary Schools in Zambia

Abstract

Aims: This study explored learning and assessment of Civic Education from the pupils’ standpoint.
 Study Design: Employed a qualitative research paradigm, in particular a descriptive research design.
 Place and Duration: The study was conducted in selected rural secondary schools of Central, Lusaka and Southern provinces of Zambia, between April 2022 and April 2023.
 Methodology: It targeted 300 learners from 30 secondary schools in Central, Lusaka and Southern provinces. Schools and participants were systematically selected. Data was collected using a questionnaire with open-ended questions, analysed descriptively and thematically.
 Results: Findings show that teachers employ teacher-centered methods and neglect learner-centered methods which are ideal in teaching and learning Civic Education in schools. Findings also revealed that most learners like answering section A (multiple choice), followed by section B (one word or short phrased answers), with section C (essay writing) being the least. All participants contended that teachers could not prepare learners for section C during both formative and summative assessment.
 Conclusion: The Examinations Council of Zambia (ECZ) should train all teachers of Civic Education as examiners so that they acquire knowledge, build and sharpen their assessment skills; and ECZ should consider including continuous assessment in Civic Education as part of grade 12 national examination to allow learners interact with the community through research projects when they are in grade 11.