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An analysis of the instructional strategies used by teachers of english in selected secondary schools of Lusaka district of Zambia.
Full text linkThesis of Master of Education in Literacy, Language and Applied Linguistics.This study examined instructional strategies employed by teachers of English language and the views of pupils and educators on the availability and utilization of instructional materials in secondary schools within Lusaka District, Zambia. Guided by the pedagogical theory and a qualitative phenomenological research design, the research aimed to capture the lived experiences and insights of teachers and learners regarding English language instruction. Data was collected using semi-structured interviews, lesson observations, and focus group discussions, enabling a detailed exploration of participants' perspectives. The study involved a sample of 378 participants, 5 head of departments, 15 teachers and 358 learners from five secondary schools in Lusaka district of Zambia. Random sampling was used to select the schools which provided an unbiased view. Purposeful sampling was used to select the pupils, teachers and head of departments who participated in the study. For teachers this was based on the teaching experience from 5 years and above, and for the pupils this study targeted grade 9 pupils. These methods were justified for their ability to maintain contextual richness and enhance the generalizability of findings across the district. Data analysis employed thematic content analysis to identify recurring themes and patterns, ensuring a comprehensive interpretation of participant responses. Findings revealed that teachers had limited understanding of the terms approach, method, and technique, often confusing them. A variety of instructional strategies used in schools include question and answer technique, demonstration, teacher exposition / lecture method, group discussion, pair work and ICT integration. However, English language instruction in Lusaka district relied heavily on traditional methods, particularly teacher exposition, due to factors such as class size, resource availability, and time constraints, though some interactive strategies were used. Pupils expressed a strong preference for interactive, learner centred -methods and strategies, such as group work aligning with the pedagogical theory that emphasize learning through experience. However, significant disparities in the availability of instructional materials were evident, with participants highlighting inadequacies that hindered effective teaching and learning. The above findings underscore the urgent need for improved access to instructional resources and broader adoption of interactive teaching approaches to enhance English language education in Zambian schools. Ethical considerations were rigorously upheld, including informed consent and participant confidentiality. This study contributes valuable insights to the ongoing discourse on improving the quality of English language instruction and addressing resource constraints in educational settings. Based on these findings, the study recommends enhancing instructional methods through professional development, improving resource provision, incorporating pupil preferences in teaching, ensuring equitable policy and resource allocation, and implementing monitoring and evaluation mechanisms
An analysis of teacher’s language mixing practices in selected grade three classes of Mongu district of Zambia.
Full text linkThesis of Master of Education in Literacy Language and Applied Linguistics.Language mixing is a practice of using two or more languages within a sentence or between sentences in a conversation. Despite language mixing practices being common in our communities, we do not know how primary school teachers use these practices during their class lesson since regional languages are currently used as medium of instruction from Grade 1 to Grade 4 bearing in mind that learners come from different language
backgrounds. Therefore, the main purpose of this study was to analyze teacher’s language mixing practices in Grade three classes of selected multilingual primary schools in Mongu district, western province. The objectives were four and these include (1) To establish language mixing practices in multilingual classes among teachers and learners in selected primary schools of Mongu District, (2) To determine when language mixing takes place in multilingual classes among teachers and learners, (3) To analyze languages mixing practices outside the classroom among teachers and learners and lastly (4) To ascertain the challenges and benefits of language mixing practices. The study applied a purposive sampling of multilingual primary schools was used eliminating all monolingual and bilingual primary schools from this research study. The study used constructivism research
paradigm which supports the qualitative approach. Data was collected through lesson observation, face to face interviews and observation checklist. The sample size will be 40 participants comprising 16 Grade 3 teachers and 24 pupils, from 4 different Primary schools (4 teachers and 6 pupils from each selected multilingual primary school. The findings were that (i) both teachers and learners mixed languages both inside and outside the classroom, (ii) teachers and learners both mixed languages when they came in contact with non-speakers of the language of instruction, (iii) teachers mixed languages outside the classroom than learners and finally the findings also revealed that (iv) language mixing practices are considered time consuming. The study recommended (1) the revision of the language in education policy to accommodate language mixing practices in primary
schools (2) School administration and primary school teachers to be having workshops once in a while discussing how best they can teach literacy in primary schools (3) Ministry of Education to reconsider introducing literacy courses on language mixing practices at teacher training institutions and reinforce the competence in the curricular and lastly, (4) More primary school teachers to be recruited in order to balance the abnormal teacherpupil ratio
A multivariate poisson integer-valued autoregressive model for public health surveillance.
Full text linkThesis of Master of Science in Statistics.This dissertation develops a first-order multivariate Poisson integer-valued autoregressive (MPINAR(1)) model to improve disease outbreak detection in public health surveillance systems. The MPINAR(1) model is proposed as a computationally tractable alternative to the general multivariate integer-valued autoregressive (MINAR(1)) model. While the MINAR(1) framework allows for correlated innovations, it introduces substantial estimation challenges and requires strong distributional assumptions that may not hold in practice. To address these limitations, the MPINAR(1) model simplifies the innovation structure by assuming that the innovation process consists of independent Poisson-distributed components. This assumption retains the discrete nature of the data while reducing computational complexity, allowing for efficient implementation using conditional maximum likelihood estimation. A simulation study is conducted to evaluate the performance of the MPINAR(1) model in detecting simulated outbreaks within trivariate count time series. The model is assessed against independent univariate INAR(1) models using metrics such as average run length (ARL), detection rate, and false alarm rate (FAR). Results show that the MPINAR(1) model outperforms the univariate alternatives, particularly in scenarios involving moderate to large outbreak sizes. The model is further applied to syndromic surveillance data comprising daily counts of fever, cough, and dyspnea among hospitalised COVID-19 patients. Covariate adjustments for dayof-week and seasonal effects are incorporated into the innovation process. The MPINAR(1) model demonstrates superior fit compared to univariate models, producing wider and more reliable prediction intervals and detecting additional potential outbreak events. Residual analyses confirm that the MPINAR(1) model provides a closer approximation to white noise and better captures temporal and cross-sectional dependencies. Overall, the MPINAR(1) model provides a theoretically sound and computationally efficient
framework for multivariate count time series modelling in surveillance settings. Its improved detection capabilities and robustness to overdispersion make it a valuable tool for enhancing early warning systems in public health. Future extensions could include more flexible innovation structures and refined alarm decision rules
A phenomenological examination of the experiences and perceptions of learners, teachers and other eductational stakeholders about the agricultural science curriculum in selected secondary schools of Lusaka district, Zambia.
Full text linkThesis of Master of Education in Curriculum StudiesAmong the most effective ways of helping citizens acquire knowledge, skills, values, and attitudes is through education. Policymakers and administrators must recognize that education is the most reliable path to the sustainable development of any nation. In Zambia, the national goal of diversifying the country’s economy from mining to agriculture has been a persistent objective for several decades. Despite this, the Agricultural Science curriculum at the secondary education level remains an optional subject and thus not widely taught. It is a known fact that agriculture is one of the main sources of livelihood for most people in Zambia especially for those in rural areas who produce most of the food that is also dependent on by the urban population. However, implementing Agricultural Science as an optional subject may likely lead to what is aimed at in the nation in terms of providing more skills in agriculture to many citizens and diversifying the economy remain in speeches and not in practice. It is for this reason that this study was a phenomenological examination of the experiences and
perceptions of learners, teachers and other educational stakeholders about the Agricultural Science curriculum in selected secondary schools of Lusaka so as to understand how national aims are being translated into practical ways in relation to agricultural science. The objectives were to: establish why Agricultural Science is not widely taught to learners in secondary schools, examine learners, teachers’, education administrators and parents’ perceptions and experiences about the teaching and learning of Agricultural Science in secondary schools and examine the availability of facilities, human resource, teaching and learning resources in schools for the implementation of Agricultural Science in secondary schools which all took place in Lusaka district. The researcher employed a phenomenological research design. Semi structured interview schedules and focus group discussion guide were used to collect data from teachers, learners, head teachers, parents and an Agricultural Science curriculum specialist. The sample size was 66, consisting of 36 learners, 11 teachers, 12 parents, 6 head teachers and 1 Agricultural Science curriculum specialist. Data was analyzed using the main themes that emerged from the research objectives in relation to related literature that was reviewed and the theoretical framework that guided the study. The findings of the study clearly showed that Agricultural Science curriculum cannot be implemented in all secondary schools because of the absence of various teaching and learning materials and the shortage of qualified teachers of the subject. The perceptions of the implementation of Agricultural Science from various participants were that the subject was not being effectively implemented. It was further revealed that due to lack of funding, there were insufficient teaching and learning resources for effective implementation of Agricultural Science. From this study, it was concluded that the implementation of Agricultural Science was not being effectively done in secondary schools
of Lusaka district. It was thus recommended that the government of the Republic of Zambia and the Ministry of Education should give serious consideration to the recommendations of curriculum specialists based on the provision of teaching and learning resources to ensure that practical subjects such as Agricultural Science are effectively implemented.
Nurses’ experiences with implementation of the sepsis six care bundle in intensive care unit at Kabwe central hospital, in Kabwe, Zambia.
Full text linkThesis of Master of Science in Critical Care NursingBackground: Sepsis remained to be a critical global health challenge, affecting approximately (49) million people and causing (11) million deaths annually. It was characterized by a deregulated host response to infection, leading to life-threatening organ dysfunction. Timely diagnosis, evidence-based care, and appropriate treatment were essential to improving patient outcomes, particularly in intensive care settings. This study explored nurses' experiences with implementation of the Sepsis Six Care Bundle in managing sepsis at Kabwe Central Hospital’s Intensive Care Unit. Methods: An explorative phenomenological study design was employed, Data collection involved in-depth interviews with 10 conveniently selected participants from Kabwe Central Hospital Intensive Care Unit, with audio recordings and field notes transcribed verbatim. Thematic analysis was conducted to generate codes and themes from the transcribed data. Results: The findings revealed four major themes: Nurses’ Approach to Sepsis Care, Collaborative Efforts in Sepsis Care, Strategies for Improving Sepsis Outcomes, Barriers to Effective Sepsis Management. Many nurses demonstrated limited familiarity with the Sepsis Six Care Bundle, leading to inconsistent implementation and variations in patient care. Additionally, resource constraints such as inadequate medical supplies, staffing shortages, and lack of continuous education programs further impeded its effective use. However, some enabling factors, including teamwork, leadership support, and access to protocols, facilitated improved adherence to sepsis management guidelines. Conclusion: This study highlighted the challenges and enablers of implementing the Sepsis Six Care Bundle among ICU nurses at Kabwe Central Hospital. While some nurses were aware of the bundle, inconsistent application and limited familiarity were evident due to resource constraints, staffing shortages, and lack of continuous education. Teamwork, leadership support, and access to protocols were identified as key factors in improving sepsis management. To enhance patient outcomes and ICU efficiency, targeted training, resource allocation, and a strong support system are needed. The study recommends integrating structured training and optimizing resources for the successful, sustainable implementation of the Sepsis Six Care Bundle
Effects of financial management practices on the performance of cooperatives: a case of Kabwe district cooperative union limited.
Full text linkThesis of Master of Business Administration in FinanceThis study investigated the effects of financial management practices on the performance of cooperatives, specifically focusing on the Kabwe District Cooperative Union Limited in Zambia. The primary aim was to evaluate how specific financial management strategies influence the cooperative's operational effectiveness and sustainability. Key research objectives included identifying the financial management practices employed, establishing their relationship with
cooperative performance, and determining measures for effective implementation. A sample of 302 members was surveyed using a structured questionnaire, employing simple random sampling techniques, which yielded a response rate of 76%. The study utilized a case study methodology, analyzing both qualitative and quantitative data to derive insights. Key findings revealed that a significant portion of respondents (62.2%) reported a lack of structured financial management practices, correlating with a perceived poor performance rating of 59.1%. However, the majority acknowledged that effective financial management practices promote resource utilization, financial stability, and operational planning. The study emphasized the importance of cash flow
management, cost control, and strategic financial planning as critical components that enhance cooperative performance. The practical contributions of this research to policy and cooperative management include recommendations for implementing comprehensive financial training initiatives tailored to the specific needs of members and conducting regular financial reviews and audits to assess the effectiveness of financial management practices and ensure accountability. By addressing these areas, the Kabwe District Cooperative Union Limited can improve its overall performance and ensure long-term sustainability, thereby reinforcing the importance of sound financial management practices in cooperative succes
The relevance of civic education curriculum content in contemporary Zambia: a case of the senior secondary civic education syllabus (2013) in Lusaka district.
Full text linkThesis of Master of Education in Curriculum Studies.This study was an analysis of the relevancy of Civic Education curriculum content provided in the Zambian secondary school syllabus of 2013 in selected secondary schools in Lusaka district. A qualitative study which employed a case study research design was employed. Purposive sampling
technique was used to sample a total of 110 participants, consisting of 56 learners, 42 teachers, 7 heads of department,1 Senior Education Standard Officer, 3 Civic Education lecturers and 1 Civic Education curriculum specialist. Semi-Structured interviews and focus group discussions guides were used to collect data from the participants. Data was analysed according to themes. The findings of the study revealed that in Zambia, a larger portion of the Civic Education curriculum content provided in the senior secondary Civic Education syllabus (2013), could be described as irrelevant in both theory and practice. This is mainly because of the complete neglect and failure to timely incorporate the dynamics of the public policy and legal framework, changing theories and societal trends in the syllabus. Findings further indicated that in Zambia, the curriculum development process to Civic Education curriculum content may be described as arbitrary and largely unscientific. This is for the reason that the key stakeholders affirm little or no confidence in the curriculum development process and that the participation in the curriculum development is neither standardized nor chartered under any statutory framework. There is a significant “anthropographic gap” between the Civic Education curriculum content outlined in the senior secondary Civic Education syllabus and the contextual basis relatively apposite and peculiar for the development of relevant curriculum content. This is all because the Ministry of Education did not provide the most required and adequate technical guidance during curriculum development process. In Zambia, the curriculum development process of Civic Education curriculum content may be described as arbitrary and largely unscientific. This is for the reason that the key stakeholders affirm little or no confidence in the curriculum development process and that the participation in the curriculum development is neither standardized nor chartered under any statutory framework. In Lusaka District, the curriculum implementation moderation technique is hardly actualised by the majority of the Civic Education teachers during lessons, because of what seemingly could be considered as teacher limited professional dexterity. Based on the findings of this study the researcher recommended that the Ministry of Education through the Directorate of Curriculum Development should review its approach to Civic Education curriculum content development process, and explore alternative scientific approaches for future curriculum content development.
Keywords: Civic Education, relevancy, curriculum development, curriculum content, syllabu
Antimicrobial resistance patterns of foodborne bacterial isolates from HIV/AIDS patients in Lusaka, Zambia.
Full text linkThesis of Masters of Science degree in Applied Microbiology.Antimicrobial resistance is a major global public health concern and a food safety issue. When pathogens become resistant to antimicrobial agents they can pose a greater human health risk as a result of potential treatment failure, loss of treatment options and increased likelihood of severity
of disease. Therefore, this study was designed to determine the antimicrobial drug resistance profile of foodborne bacterial isolates among HIV/AIDS patients. The study was a cross sectional study which was conducted from July to September, 2024 at a microbiology laboratory in the University teaching hospital (UTH). Stool samples were taken from respondents attending UTH hospital with one of the complaints of abdominal pain, vomiting, diarrhea, nausea and fever. Age, sex, residence, and sample origin for each participant were taken and recorded for analysis. Additionally, microbiological identification of bacteria through culturing and antimicrobial susceptibility (AST) pattern test using Kirby-bauer disc diffusion techniques were conducted from the stool samples of the respective participants. The participants came from 32 different areas of Lusaka, Zambia and mainly from Bauleni (12.96%) and Kanyama (7.40%). Most of the study participants (32 participants), were a regular visitor to infectious disease hospital for taking their routine antiretroviral drugs (ARVs) regime while the remaining 22 were from the wards E22, E21 and E12. A total of 77 bacteria were isolated and Eschercichia coli was found to be the most prevalent bacteria to be isolated with 27.30% followed by Protues vulgaris (15.60%) and staphylococcus aures (14.30%). Eschercichia coli been found to be highly resistant to ampicillin and sulfamethoxazole/trimethoprim with 95.4% and 80.95% resistance respectively. Foodborne bacteria such as Staphylococcus aurues isolates were 100% resistant to azithromycin and 90.90% resistant to methicillin. While Salmonella paratyphi isolate was 100% resistant to ampicillin, Sulfamethoxazole/trimethoprim and amoxicillin/clavulanic acid. MDR (multidrug resistance) was seen in 19.40% of the isolates and XDR (extended drug resistance) in 27.80% of the foodborne bacterial isolates. Moreover, MDR foodborne bacteria were significantly associated with sample origin (p-value= 0.007). This study has revealed that the issue of drug resistance of foodborne bacteria are at alarming incidence in HIV/AIDS patients. Therefore, proper management in
accordance to one health approach should be followed in order to bring a timely solution
Assessing the factors that inhibits the growth of SMEs in Zambia: a case of restaurants in Lusaka (CBD).
Full text linkThesis of Masters of Business Administration General.This study delves into the various factors that inhibit the growth of small and medium-sized enterprises (SMEs), with a specific emphasis on restaurants operating within Lusaka’s Central Business District (CBD). Recognizing the crucial role that SMEs play in Zambia’s economic development particularly in job creation, poverty reduction, and urban transformation—the research seeks to identify and analyze the key obstacles that hinder their growth and sustainability. To achieve a comprehensive understanding of these challenges, the study adopts a mixed-methods research design, integrating both quantitative and qualitative data collection and analysis techniques. This dual approach allows for a more nuanced and multidimensional exploration of the issues facing SMEs in the restaurant sector. Quantitative data were collected through structured surveys administered to a randomly selected sample of 211 restaurant SMEs. This sizable sample ensures that the findings are statistically reliable and reflective of broader trends within the industry. In parallel, qualitative data were obtained through purposive sampling, guided by the saturation principal interviews continued until no new themes emerged. This method was particularly useful in capturing the lived experiences, perspectives, and strategies of SME owners and managers in navigating the complex business environment of Lusaka's CBD. Data analysis was conducted using SPSS software for the quantitative component, allowing for the identification of patterns and correlations between variables. Thematic analysis was employed for the qualitative responses, enabling the extraction of recurring themes and deeper insights into the contextual and experiential dimensions of SME growth challenges. The findings of the study point to financial constraints as the most significant barrier to SME growth. Among the financial issues identified, lack of access to financing, high interest rates, and rigid collateral requirements stood out as major impediments. Notably, the quantitative analysis revealed a strong negative correlation between lack of financing and business growth, with a correlation coefficient of -0.927. This statistically significant result indicates that as access to financing decreases, the potential for business expansion and sustainability diminishes sharply. These findings align with existing literature on SME development in developing economies, where financial exclusion remains a pervasive issue. The consistency of the study’s results with global and regional trends underscores the systemic nature of these financial barriers. In the specific context of Lusaka's restaurant industry, the implications are particularly pressing. Restaurants in the CBD face unique operational challenges, including high overhead costs, competitive market conditions, and fluctuating consumer demand. Without adequate financial support, these businesses struggle to invest in infrastructure, improve service quality, or scale operations factors critical for long-term success. The study concludes by emphasizing the need for targeted policy interventions and financial sector reforms. These should aim to enhance access to affordable credit, reduce interest rates, and relax collateral requirements to better accommodate the needs of SMEs. By addressing these financial constraints, there is significant potential to unlock growth, enhance profitability, and ensure the sustainability of restaurant SMEs in Lusaka’s CBD and beyond.
Keywords: Growth, SMEs, Collateral, lack of financing and cost of capita
The effect of virtual laboratory on learners’ performance and attitude towards learning acid-base reactions among grade 11 learners: a case of selected upgraded secondary schools in Mongu district.
Full text linkThesis of Doctor of Philosopy in Science Education.This study investigated the effect of a virtual laboratory created using a scratch program on learners’ academic performance and attitude toward learning acid-base reactions. In this study, an interactive scratch project based on the four aspects of learning modalities was created on how titration experiments could be performed including the calculation of the concentration of the titrand. This was a convergent parallel mixed study where Solomon four experimental group design was employed. Quantitative data was collected using Pre-Post-test and a Likert scale whilst interviews and observations were used to gather qualitative data. Learners in the scratch program group were instructed using a scratch program while the PowerPoint Presentation method was used in the PowerPoint Presentation group. The third group of Solomon four group design was instructed using Teacher Based Demonstration Experiment (TBDE). The results were analysed using both descriptive and inferential statistics at an alpha level of 5% and a 95% confidence level for quantitative data. Qualitative data analysis techniques such as thematic analysis were used to analyse data collected using interviews. Factor analysis followed by the Mann-Whitney U test was used to analyse the Likert scale questionnaire. At the Pre-Test level, there was no statistical difference between the scratch program and the PowerPoint presentation group in terms of attitude. However, in the post-test, there was a significant statistical difference between the two groups in terms of attitude revealing that learners taught using the scratch program exhibited better attitudes than those who were taught using PowerPoint presentation. Friedman test was used to analyse academic performance, where the pre-test revealed that there was no significant statistical difference between the two groups. However, in the post-test, there was a significant statistical
difference between the four independent groups. This revealed that learners in the scratch group had performed better academically than those in the PowerPoint Presentation and Teacher Based Demonstration Experiment. It is recommended that teachers use scratch program to motivate the learners as digital platforms arouses the learners’ interest. Scratch program assists learners to develop observational, inferential and experimenting skills which are fundamental in science education. The study concluded that learners to use the digital platform in the learning process. This would equip them with skills and knowledge which would result in longterm retention of scientific concepts.
Key words: Academic Performance, Scratch Program, Virtual laboratory, Effect, Acid-Base Reaction