Schools In Zambia Research Articles

Editorial introductions.

Editorial introductions.

Teachers’ perception of school based continuous professional development in Zambia

This study aimed to explore teachers' perceptions, practices, and challenges in Zambia school based teacher professional development programs. The survey sample consisted of four primary schools, four school principals, four schools’ continuous professional development (CPD) coordinators, one DEBS official, and 198 teachers. The major findings show that there is a positive perception of teachers toward school-based CPD programs. In addition, the results show that even though teachers have positively perceived school-based CPD well, the practice of CPD program implementation is at a low level in secondary schools. Furthermore, the study findings indicated the lack of teachers' support from school management and supervisors and lack of collaboration with teachers and school leaders were among the factors that affected the implementation of the CPD program. The study also shows that teachers with more teaching experience positively perceive the school-based CPD programs, and teachers with degree holders practice more CPD activities than diploma holders.

A Survey of Students' Attitudes and Comments about Needed Changes in Communication Skills Learning in Zambia: A Descriptive Study

Introduction: Challenges abound in 21st-century medical education due to the rapidly changing health, technological, socio-political, and economic social milieus, implying the need for a health force that can traverse the complexities of modern society. To meet the demands of the complex and interconnected modern world, medical education is on the tangent to producing doctors competent in the art and science of medicine through the mastery of interpersonal, communication, and clinical skills. Training in communication skills has become a component of undergraduate medical training in many nations. Students’ attitudes to learning influence their interest, self-reflexivity, and mastery of concepts and skills. This study sought to determine the attitudes of undergraduate medical students in Zambia regarding their experiences of communication skills learning. Methods: Undergraduate students from two medical schools in Zambia who participated in communication skills training completed the Communication Skills Attitude Scale (CSAS) and a demographic questionnaire. The quantitative observational design used the SPSS software to facilitate the computation of the descriptive statistics on the mean scores and standard deviations of the CSAS global, subscales, and individual-items scores. Cronbach’s alpha and confirmatory factor analysis confirmed the reliability and validity of the measure and dataset. Results: There was a 96.1% response rate to the distributed questionnaires. The global mean score was 103.6, 55.5 on the positive attitude subscale, and 48.0 on the negative subscale. The students’ comments highlighted teaching-learning methods, course length, and timing as issues of concern. Conclusion: Despite the favourable disposition of undergraduate medical students in Zambia toward learning communication skills, teaching methods, course timing, and length hinder knowledge and skills transfer.

Disablers Affecting Pupils Academic Performance in Linear Programming at Nkeyema Secondary School in Zambia: A Hermeneutic Perspective

The study examines the effects of disablers on pupils’ academic performance in linear programming at Zambia’s Nkeyema secondary school. The study applied interpretivist views and was entirely qualitative. The lived experiences of fifteen (15) participants which included 8 girls and 7 boys were also extracted using a homogenous (purposive) sample technique. These were previous Nkeyema secondary school pupils who had completed grade twelve. In-depth interviews and group discussions produced the data, which was then thematically analysed. The findings of this research showed that a number of disablers affected how well pupils performed academically in linear programming. One of them was the travel time required for pupils, as well as the lack of quality teaching and learning tools like textbooks. Furthermore, inefficient teaching methods employed by some teachers, lack of parental support, and pupils’ lack of prior knowledge negatively affected performance in linear programming final examinations. In an effort to address the issues with teaching linear programming in grade twelve, the following suggestions were made: The Ministry of Education should build schools close to neighborhoods to minimise the distance that pupils must travel and also lower absenteeism. In order to ensure that pupils are learning properly, it should also make sure that universities and other educational institutions incorporate linear programming while training new teachers. Also, schools should receive enough funding to purchase instructional materials. Teachers should use learner-centered activities and 21st-century teaching techniques to impart the subject. To encourage pupils to attend class and learn, the government should build more boarding schools and school administration should arrange them meals. The study concluded that pupils in grade twelve performed poorly in linear programming. The lecture method of instruction and the prevalence of disablers in its delivery all led to the pupils’ subpar academic achievement.

Exploring the Recontextualisation of Biotechnological Knowledge in the Plant Biotechnology Course: A Bernsteinian Analysis

The purpose of this study was to explore the recontextualisation of knowledge in a Plant biotechnology course. The goal of the analysis was to understand the structure of the pedagogic discourse which the biology education students were to experience during their training. The aim of any training is to prepare the students for their future profession. In this case the training is aimed at preparing the students for teaching biology in secondary schools in Zambia. Studies have indicated that, to effectively prepare the students to teach biology in secondary schools, the students need to experience a pedagogic practice characterized with both weak and strong framing and a weak classification between the discourses. The analysis will also inform the practitioners of the knowledge to be taught and how the knowledge is to be taught. The research question which guided the study was: How is knowledge recontextualised in a plant biotechnology course? Bernstein’s classification, framing, recognition and realization rules were used to analyze and interpret the findings in relation to the training of the teachers. Indicators were developed to guide the analysis. An inductive approach was used to analyse the document. Atlas ti 8 was used to analyse the document. The findings indicated that the document is strongly framed in the selection and evaluation criteria, weakly classified in the relations between discourses. There was no indication of sequencing, pacing and the hierarchical rules in the document. The findings indicate a weak recognition and realisation of the text.

Global neurology: It's time to take notice.

Global neurology: It's time to take notice.

What Do Preschool and Grade One Teachers say about School Readiness and Transition from Early Childhood Education to Grade One? A Case of Selected Schools in Zambia’s Chongwe and Lusaka Districts

Globally, many countries are facing an unprecedented learning crisis and Zambia is not an exception. Children are getting through the education system without the acquisition of basic literacy, numeracy and other critical skills and competencies [1,2]. The COVID-19 pandemic has exacerbated the situation with many schools experiencing prolonged school closures, with Early Childhood learning centers being the first to close and last to open. The World Bank mentions that COVID-19 school related closures and other disruptions have worsened the learning poverty. Despite several studies showing the great benefits that attending ECE has not only on children’s school readiness and individual development but also on the economic development of their countries, the ECE sector is still underdeveloped. Access to quality ECE is acutely low. In Zambia, less than 35% of grade one entrants had ECE experience [3]. If this situation is left unaddressed, we risk losing a whole generation of children with no basic literacy and numeracy skills which are critical in leading a productive and meaningful life. This study was aimed at examining how ECE supports school readiness and transition by analyzing preschool and grade one teacher views and perceptions on school readiness and transition from ECE to grade one. The study, which was part of a broader research on the role of ECE in promoting successful transitions and school readiness revealed that while there were many similarities between preschool teachers and grade one teacher views on importance of ECE and factors that could positively enhance transition and school readiness, there were also significant differences on what skills both teachers felt were important determinants of school readiness.

Patterns of Refractive Errors among Medical Students at the University of Zambia School of Medicine

Background: Uncorrected refractive error is one of the leading causes of visual impairment and blindness world-over. The distribution and pattern of presentation is variable depending on various factors. Regardless of the type, refractive errors are easily correctable with spectacles if diagnosed early.
 Objective: The objective of this study was to evaluate the pattern of refractive errors among medical students at University of Zambia - School of Medicine.
 Methodology: This was a cross-sectional study conducted at the University Teaching Hospitals-Eye Hospital involving Master of Medicine, Master of Surgery (MBChB) students from third to seventh year of study at University of Zambia - School of Medicine, Ridgeway campus between October 2021 and March 2022. A total of 210 participants were recruited in the study. Subjects had non-cycloplegic autorefraction combined with a researcher administered questionnaire. Spherical equivalents (SE) ≥ - 0.50D were determined as myopia; SE of ≥ + 0.50D hyperopia and ≥ -0.50D cylinder as astigmatism. Statistical analysis was carried out using Stata version 13.0.
 Results: One hundred and forty-one (67.1%) subjects had a form of refractive error; 56.0%, 31.2% and 12.8% of them were astigmats, myopes or hyperopes, respectively. The prevalence of ametropia was 65.0 % in females and 69.0 % in males. Minus spherical errors ranged from -0.25 to -5.00D and plus spherical errors ranged from +0.25 to +3.00D. The mean spherical equivalent for the group was -0.45D. Parental history of refractive error was significantly associated with diagnosis of refractive error (p=0.001) while age and gender were not (p = 0.428 and 0.530, respectively). The majority (68.6%) of participants were not aware of their refractive error.
 Conclusion: The prevalence of refractive errors among medical students was high, with astigmatism being the most common type. The majority of those found with refractive error were not aware of the diagnosis.

Classroom Experiences of Learners with Albinism in Selected Regular and Special Education Schools in Zambia

Learners with albinism potentially face a number of challenges in schools due to their skin condition. Albinism is an inherited condition from birth as a result of the absence of melanin pigment which usually changes the colour of the skin, hair and eyes. Albinism is usually greeted with disdain in most Bantu communities. In Zambia, some communities consider it a bad omen to give birth to an albino. Therefore, attempts are made to either kill baby albinos at birth or banish them from the community. In schools, learners with albinism are constantly abused and ridiculed by other learners and are given demeaning social tags that serve as a form of stigma. Ostensibly, the discrimination against learners with albinism are underlain by religious and cultural beliefs. The overriding aim of this study was to establish the learning experiences of learners with albinism in both regular and special schools. The study was located within an interpretive qualitative paradigm and used a phenomenological research design while the Interpretive Phenomenological Analysis (IPA) was used to explore in detail how participants made sense of their personal and social world with regard to learners with albinism in regular and special schools. The findings revealed that in regular schools, learners with albinism tended to exclude themselves from other learners so as to avoid discrimination and stereotypes surrounding their condition. The findings also confirmed the existence of myths and stereotypes regarding albinism. The findings further revealed that teachers in regular schools were not competent in handling learners with albinism as some teachers kept a social distance with learners with albinism. It was observed that most learners with albinism felt more secure in special schools than regular schools. The study recommended inter alia that school administrators and teachers should raise awareness campaigns on the plight of learners with albinism including other disability issues.

The relationships between learners’ academic achievement due to the use of constructivist methods in physical science and their self-esteem in zambian secondary schools

The effects of the constructivist learning approach on various aspects of learners' development, such as academic achievement, have been extensively documented. However, there is limited or conflicting knowledge regarding the relationship between academic performance resulting from this approach and learners' self-esteem. Consequently, this study aimed to investigate the correlation between academic achievement, as a result of employing constructivist learning approaches in teaching physical science, and learners' self-esteem.To achieve this goal, a quasi-experimental research design incorporating mixed methodology was employed, involving 376 grade 10 students and 10 physics teachers from five secondary schools in Zambia's Lusaka province. Data collection utilized a combination of a semi-structured interview guide, Rosenberg's Self-Esteem Scale, and standard science achievement tests. The study revealed a strong interdependency between learners' self-esteem and academic achievement. Each of these factors influences the other, with intrinsic motivation and metacognitive knowledge serving as crucial bridges. Furthermore, the dominance of social interactions and personal experience sharing, inherent in the constructivist learning approach, was found to enhance the fundamental variables of academic achievement and self-esteem, namely motivation and metacognitive knowledge. To gain a deeper understanding, further research should be conducted with a particular emphasis on the impact of learners' intrinsic motivation, critical thinking, cognitive growth, and development on their academic achievement and self-esteem. Additionally, it is recommended that school administrations promote the use of constructivist learning approaches among teachers through Continued Professional Development (CPD) programs.

Effectiveness of environmental education implementation in promoting participation in sustainable solid waste management Behaviours among the grade 12 pupils of the Zambia’s Chipata City

The aim of this study was to evaluate Environmental Education (EE) effectiveness in promoting sustainable solid waste management behaviours (SSWMBs) among pupils of the Zambia’s Chipata City using Kirkpatrick’s evaluation model in order to ascertain progress, provide feedback on the level of achievement of promoting SSWMBs among pupils as outlined in the Zambian Biology school syllabus and to suggest areas of improvement to the continued EE implementation in Zambian schools. The study was based on cross-sectional exploratory case study design and it used quantitative approach. Quantitative data was collected using a survey questionnaire from 367 randomly selected Grade 12 school pupils from the 4 purposively selected secondary schools of the Zambia’s Chipata City. The study results revealed low levels of effectiveness of environmental education implementation in promoting SSWMBs among Grade 12 pupils of Chipata City, Zambia as only about a third of pupils were currently regularly participating in SSWMBs and the mean for pupil participation in each SSWMBs was less than 3, the mid- point score on a five point frequency score. The results imply that there were a number of barriers to promoting wide adoption of SSWMBs. To enhance the effectiveness of EE implementation in schools, barriers to wide adoption of SSWMBs need to be overcome while the required drivers such as making waste management infrastructure available in accessible locations and incentivising waste management behaviours needed to be put in place. The study recommends in-service training of teachers for them to be competent in the use of pedagogical approaches that would enhance pupils’ technical know-how, experience, skills and deeper understanding of SSWMBs during EE lessons.

Investigating the Psychometric Properties of the Mathematics Self-Efficacy and Anxiety Questionnaire on a Zambian Sample

Mathematics is an important element for national development in that people in society use it for solving life practical problems. The Zambia government has relentless promoted the importance of mathematics and science in schools through certain education programmes such as JETS. However the performance of pupils as well as students in mathematics has not been encouraging. Mathematics achievement to a certain extent is determined by ones self-efficacy and anxiety (May, 2009). Mathematics instructors in Zambian schools lack the instruments as well as the competencies to reliably and validly measure the two concepts. One instrument that can be used to assess mathematics self-efficacy and anxiety is the mathematics self-efficacy and anxiety questionnaire (MSEAQ) developed by May (2009). However the psychometric properties of this instrument has not been established on the Zambian sample. This study aimed at investigating the reliability and construct validity of the mathematics self-efficacy and anxiety questionnaire (MSEAQ) on a Zambian sample. A quantitative research design through structural equation modelling (SEM) was used to achieve the research objectives. The 29 item MSEAQ with two sub scales was administered to a non-probability sample of 132 mathematics, engineering, natural and applied sciences university freshmen from Mulungushi University. The factorial structure models underlying the MSEAQ was investigated using item analysis, exploratory factor analysis (EFA) as well as the confirmatory factor analysis (CFA). Statistical analyses provided acceptable fit of the MSEAQ measurement model with the empirical data. The study has demonstrated evidence of reliability and construct validity for the usage of the MSEAQ in the Zambian context.

Potholes in the Teaching of Zambian Languages in Secondary Schools: A Case of Bemba Language

This paper presents the potholes in the teaching of Bemba language which is spoken in Zambia. Potholes in this context are hindrances. Bemba is classified as M42. As a regional official language, Bemba is taught in five provinces, namely, Central, Copperbelt, Luapula, Muchinga and Northern. The study used qualitative approach, interviews and document analysis methods. Cummins’ threshold hypothesis theory guided the research. The study shows that potholes exist in the teaching and learning of Bemba in secondary schools. At the center of common critical potholes is negative attitude by administrators, teachers, pupils as well as parents. There are inadequate teaching and learning materials for effective teaching of the subject. The second pothole is that there is limited time allocated to Bemba. The other pothole is language barrier. The study also shows that there is lack of motivation to teachers of Zambian languages in secondary schools. It is further envisaged that lack of qualified and experienced teachers to teach senior classes is yet another pothole in the teaching of Zambian languages. The above common potholes have contributed to poor academic performance among the Grade Nine and Twelve learners in Bemba in secondary schools in Zambia.

Social Media Usage Among University Students of Mathematics Education in Zambia: A Quantitative Analysis Approach

Social media in most Zambian schools, colleges and universities are not yet a sustainable solution for the traditional problems of education. Nonetheless, they provide opportunities that are changing the way we learn especially during this deadly pandemic Omicron variant. Hence, this study sought to address a single research question: How do student teachers currently use social media, both for personal use and for teaching/learning mathematics? The study was aimed at exploring the impact of and the role social media can play in mathematics education via social networking among university students. This study is projected to stimulate further discussions on the way to embrace digital platforms in mathematics education whilst simultaneously maximizing their benefits. The study utilized quantitative-methods techniques which aims at analyzing the various strategies of the integration of social media technologies into the teaching and learning processes of mathematics based on the Activity Theory (AT) and the Technology Acceptance Model (TAM) as the theoretical frameworks of the study. Cluster analysis techniques were performed over the data collected from 102 participants by completing quantitative survey questionnaires. Results highlights that cluster 1 recorded the highest score displaying that majority of the students agree that social media platforms have a place in their personal, academic and professional lives such as in their mathematics teaching subject. Results further disclose that year, gender and age have a statistically significant impact in clustering students in terms of social media usage in mathematics education. Implications are discussed.

Conducting research with young people at the margins – lessons learnt and shared through case studies in Cambodia, India, Sweden and Zambia

Building on the value of engaging with and enabling the participation of marginalised young people in research, the aim of this article was to profile practical and procedural issues faced when conducting studies with young people who experience some form of marginalisation. Drawing on observations and research experiences from four diverse case studies involving young people who were either imprisoned in Cambodia, living in informal urban communities in North India, residing in rural northern Sweden or attending school in rural Zambia, learnings were identified under three thematic areas. Firstly, a need exists to develop trusting relationships with stakeholders, and especially the participating young people, through multiple interactions. Secondly, the value of research methods that are creative and context sensitive are required to make the process equitable and meaningful for young people. Thirdly, it is important to flatten power relations between adults and young people, researchers and the researched, to maximise participation. These findings can inform future youth research in the field of global public health by detailing opportunities and challenges of engaging in research with young people on the margins to promote their participation.

Online learningduring the COVID-19 pandemic: A qualitative study among final year medical students at the University of Zambia.

Background Since the globe was faced with the COVID-19 pandemic in December 2019, numerous adjustments have been made in all sectors to curtail the spread of infection. Most elementary and tertiary schools were closed or suspended until the transmission rates dropped. Following the outbreak of COVID-19, medical schools in Zambia have sought ways to replace face-to-face medical learning with virtual clinical teaching. The objectives of this study were to explore the perceptions of online learning among University of Zambia medical students and understand the barriers and facilitators to effective online learning. Methods A qualitative descriptive approach was used, enrolling final year medical students from the University of Zambia; the consenting participants were sampled purposively and interviewed through virtual platforms until data saturation was reached upon interviewing the 11 th participant. A total of 14 participants were interviewed, audio recorded, transcribed verbatim and data was analyzed using six steps of thematic analysis. Results Three broad themes arose from the interviews: online learning perceptions, facilitators and barriers to online learning. Regarding perceptions of online learning, they highlighted that the delivery was simple to understand, with convenient scheduling and the benefit of being able to refer back to the recorded lectures. Some barriers encountered during the online learning were poor network connection, frequent power outages, lack of patient-student interaction and challenges with learning space in their homes. The facilitators were self-paced learning, availability of lecturers and the desire to complete their training despite the lockdown being in effect. Conclusions Most medical students had positive perceptions of online learning despite its challenges. With the improvement in technology, online education should be incorporated into the traditional training of medical students to get the best outcomes.

Knowledge Production Practices and Attributes at University of Zambia School of Medicine

Knowledge production practices and attributes of faculty are important in academia. The aim of the paper was to investigate the production, diffusion and use of knowledge products at University of Zambia School of Medicine. A survey methodology was adopted for the study; with data collected through semi-structured questionnaires. Using SPSS, data was analysed by simple descriptive statistics and Ms Excel for presentation into figures and tables. The results indicate the knowledge that is produced fits into the framework of knowledge produced by academia; the knowledge is produced, diffused and used frequently. The sources of information used in the knowledge production process are mostly from the internet and the university library. The knowledge is ethically and peer reviewed; frequently produced, utilised and diffused mostly through journals and books. The study concludes that the three processes of knowledge production, diffusion and use are frequently carried out at the University of Zambia School of Medicine.

Unearthing Constraints Experienced by Teacher Unions in Improving the Learning Environment in Schools in Zambia

The study unearths constraints experienced by teachers' unions in promoting a peaceful learning environment in selected schools of Lusaka, district, Zambia. A case study design was employed on a target population that comprised participants from primary and secondary schools and teacher unions. Expert purposive sampling technique was applied to sample 28 participants from teacher union officials in Lusaka District. Data generated was through interviews and Document Review which was analyzed using themes. Emergent findings revealed that the teachers’ unions faces a myriad of challenges such as inadequate resources, limited knowledge and skills, inaccessible leadership and inadequate financial support in their quest to contribute to a peaceful school environment. Thus, it is recommended among others that, Unions should consider building capacity on resource mobilization and optimal resource utilization, as well as enhancement of mutual consultations with the Ministry of Education and teachers to discuss matters relating to how they can contribute towards raising the standards of learning environment in schools.

Exploring Assessment Techniques that Integrate Soft Skills in Teaching Mathematics in Secondary Schools in Zambia

This study investigated the assessment techniques mathematics teachers use that integrate soft skills in secondary schools in Mazabuka District in Zambia. A total of 91 teachers, who were purposively selected, took part in the study, of which 81 completed a questionnaire and four observers evaluated 124 video-recorded lessons which were taken of 31 teachers. A sequential multi-phase design was used to collect data. The data were analyzed using frequencies, means, standard deviations and chi-square statistics. The findings revealed that the assessment techniques mathematics teachers used did not assess soft skills. In addition, mathematics teachers’ gender was not found to have influenced teachers’ choice of assessment techniques in the teaching and learning process but the type of schools where teachers were teaching, though the effect size was weaker. The consequence of this may be that secondary school leavers may not be good communicators, innovators, creators and critical thinkers. Therefore, it is recommended that mathematics teachers be upskilled on how to assess soft skills in the teaching and learning of Mathematics if the integration of soft skills is to be realized as espoused in the Zambia Education Curriculum Framework of 2013.

PERCEPTIONS OF TEACHERS AND PUPILS ON FACTORS AFFECTING ACADEMIC PERFORMANCE OF PUPILS WITH HEARING IMPAIRMENT IN PRIMARY SCHOOLS IN ZAMBIA

The academic performance of learners with hearing impairment has continued to decline far below their hearing counterparts. Comparison of academic performance in various subjects between pupils with hearing and non-hearing indicate that hearing impairment (HI), was lagging behind in schools. The study, therefore, explored perceptions held by teachers and pupils on factors affecting the academic performance of pupils with hearing HI in selected schools in Zambia. A qualitative approach supported by a case study research design was employed in the study. The sample size was 22 consisting of 10 pupils with HI, 10 teachers of pupils with HI and 2 head teachers. An expert purposive sampling technique was used to select participants. Data from pupils was collected using a focus group discussion guide (sign language used as a mode of communication) while data from head teachers and teachers were collected with aid of face-to-face interview guides. Qualitative data were analyzed thematically and results were presented descriptively. The study revealed that the use of sign language as a mode of communication significantly impaired the exchange of knowledge and skills at the classroom level. It was also found, that pupils with HI faced many challenges such as; a negative attitude towards their academic work, poor pre-academic readiness skills, insufficient resources, clouded school curriculum, inappropriate instructional methodologies and assesmmnet approaches that had affected their academic performance. It was further evident, that teachers were ill-prepared in sign language as a language of instruction to positively impact on academic and social life with HI pupils in schools. Although schools were seen to be making efforts to address the observed challenges, pupils with HI, continued to academically perform lowly. The study recommends, upgrading teachers’ competence in sign language, and providing an enriched learning environment, instructional resources as vehicles for improving academic success among pupils with HI in the study schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0335/a.php" alt="Hit counter" /></p>