University of Zambia Online Research Repository
Not a member yet
8755 research outputs found
Sort by
Factors Influencing the persistence of adult learners in literacy learning at Sebenta National Institute to strenghten promgramme design and development.
Full text linkThesis of a Master of Adult EducationThis study explored the factors influencing the persistence of adult learners in a literacy programme at the Sebenta National Institute (SNI) in Mbabane, Eswatini. The study followed a qualitative approach and employed a case study design. The study had (148) participants and utilized purposive sampling to select the participants. Data was collected through semi-structured interviews and focus group discussions (FGDs). The semi-structured interviews were conducted with instructors and facilitators, each interview took between 10- 30 minutes following a structured guide to ensure focus discussions. Interviews were recorded for accuracy and later transcribed for thematic analysis. Focus group discussions involved subdividing 80 eighty adult learners into four groups of twenty (20), this collaborative approach facilitated brainstorming and dialogue around factors influencing persistence conversations were recorded and summarized for thematic analysis. Thematic analysis was employed to identify and analyse patterns within the qualitative data. This involved familiarization with the data, initial coding,
and theme development. Key themes emerged around motivational factors, barriers to learning, and support systems, providing a comprehensive understanding of the factors affecting adult learners' persistence. In conclusion, this study highlights the importance of addressing adult learners’ unique needs and challenges in literacy programs. By aligning with theories such as Knowles’s Andragogy, Tinto’s Student Departure, Bandura’s Social Learning, and Maslow’s Hierarchy of Needs, the findings emphasize the role of relevant curricula, supportive environments, and flexibility in fostering persistence. The study concludes that the motivation of adult literacy learners is significantly influenced by their desire to meet prevailing needs. The major enablers for persistence are centered around the relevance of content, supportive environments, and community support. Recommendations include increasing budget allocations to SNI, fostering
collective decision-making among administrators and learners, providing scholarships, periodically reviewing the curriculum, and offering transition support for learners, all aimed at strengthening program design and development
Exploring teachers’ perceptions of teaching learners with mild attention deficit hyperactivity disorder in selected inclusive primary schools in Lusaka district, Zambia.
Full text linkThesis of Doctor of Philosophy in Special EducationThe study explored teachers’ perceptions in the teaching of learners with mild attention deficit hyperactivity disorder (ADHD) in selected inclusive primary schools of Lusaka District - Zambia. The study employed an interpretivism research paradigm and a descriptive research design. A sample of 25 participants was used, namely; 18 class teachers of learners with mild ADHD, 3 administrators and 4 Ministry of Education (MoE) Officials in Special Education. Homogeneous purposive and snowball sampling techniques were used to select participants for the study. Indepth interview guide, focus group discussions (FGDs) guides and observation checklist were used to collect qualitative data. Content thematic analysis technique was used to analyze data. The study revealed mixed views on teachers’ perceptions of teaching learners with mild ADHD in inclusive schools. While some teachers felt they had adequate understanding of teaching learners with mild ADHD, others had a contrary view. Positively, some teachers indicated that they adequately understood learners with mild ADHD because they had sufficient knowledge, training to deal with learners; able to apply appropriate teaching methods, strategies and techniques; self- motivated to teach learners and able to manage the behaviors of the learners. However, other teachers indicated that they had limited understanding due to inadequate training in Special Education, teacher inability to handle learners, insufficient to use appropriate teaching methods, strategies and techniques for learners with mild ADHD and the inability to control learners with mild ADHD. The study also unveiled two significant types of perceptions in teaching learners with mild ADHD, which included positive and negative perceptions. The study found that some of the teachers had a positive perception towards the learners with mild ADHD in inclusive primary schools such as learners with mild ADHD learning well through play. The study also found that most of the teachers had negative perceptions towards the learners with mild ADHD. The study also revealed positive and negative experiences in teaching learners with mild ADHD, which included learners
being creative and inventive, curious, imaginative and innovative, interested in hands on activities, ability to hyper-focus on topics that interested them and leadership skills. Further, the findings of the study also revealed teachers’ negative experiences in teaching learners with ADHD such as
distractibility, hyperactivity, and impulsivity, having endless amounts of energy, difficulty concentrating, disturbing lessons during learning, more time needed to teach the learners, inattentiveness and daydreaming or zoning out. It was evident that teachers used support strategies while teaching learners with mild ADHD to aid their learning such as catch up strategies, social and emotional support strategies, professional development strategies and reinforcement strategies. The study recommends, upgrading teachers understanding and strategies to use in teaching learners with mild ADHD through teacher training; and capacity building in form of CPD in schools.
Keywords: ADHD, Disorder, Hyperactivity, Inattention, Impulsivity, Inclusive education, Teacher understanding, Support Strategies, Capacity buildin
Applicability of microsoft excel in teaching secondary school statistics for learners’ acquisition of twenty-first century skills.
Full text linkThesis of Doctor of Philosophy in Mathematics Education.The aim of this study was to investigate whether MS Excel Software is applicable in teaching secondary school statistics for learners’ acquisition of 21CS. The research was conducted with grade 11 learners at Mwense Secondary School in Luapula Province, Zambia. The grade level was
purposively selected, and the two study groups, experimental and control, were randomly chosen from four grade 11 classes. An embedded quasi-experimental design was utilized, and both qualitative and quantitative data were collected. The experimental group received statistics lessons
using MS Excel, while the control group was taught statistics using conventional teaching method, with scientific calculators being the only technology used. A diagnostic assessment on 21CS was conducted on the two groups before the intervention, followed by a focus group discussion interview, Likert-scale questionnaires, and a statistics test after the intervention. Qualitative data were analyzed thematically, and MS Excel was used to score and organize the quantitative data. Descriptive statistics, independent sample t-test, Mann-Whitney U test, and Spearman test were performed using SPSS V27.0 during the data analysis. It was found that there was a statistically significant difference (sig 0.01). The study recommends improving computer and internet access, setting up wellequipped computer labs, and encouraging the use of MS Excel software in teaching statistics. Test and exam questions must assess both mathematical computational and reasoning. Future research could explore the influence of gender on acquiring 21CS with MS Excel, teachers’ competencies in teaching with Excel, and their perceptions of its use in teaching mathematics, particularly statistics.
Key words: Microsoft Excel, Statistics, Twenty-first Century Skills, learning experiences, performance
Fathers’ and grandmothers’ involvement in child-rearing activities and their influence on the cognitive development in children of Kasama and Mungwi districts in Zambia.
Full text linkThesis of Doctor of Philosophy in Educational Psychology.Fathers and grandmothers are important in child development. They promote inner growth and strength among their children and grandchildren. This study sought to assess the fathers’ and grandmothers’ involvement in child-rearing activities and their influence on the cognitive development skills of children in Kasama and Mungwi districts in Zambia. The study ascertained child-rearing activities that the Zambian fathers and grandmothers were involved in. to establish the levels of fathers’ and grandmothers’ involvement in child-rearing activities; to determine fathers’ and grandmothers’ involvement levels in early childhood education practices as a childrearing activity and how this affected cognitive development skills of children; to establish activities in child rearing activities which influenced cognitive development skills of children as well as to establish the challenges faced by fathers and grandmothers by being involved in childrearing activities. A concurrent embedded research design utilising both quantitative and
qualitative techniques was used. Structured questionnaires and child assessment tools were used to collect data including the Behaviour Rating Inventory of Executive Functioning (BRIEF), Pencil Tapping, Digit Span, Rapid Neuro Developmental Assessment tool (RNDA) and Peabody Picture Vocabulary Test (PPVT). Ten Pre-School teachers, 100 grandmothers, 100 fathers and 100 children aged from 5 to 6 years old were drawn from ten public Pre-Schools. Inferential statistics such as linear regression, t-test and Pearson were used to analyse quantitative data while qualitative data was analysed using thematic analysis. It was established that fathers and grandmothers provided nutritional food, childcare and early childhood education activities as child-rearing activities. Grandmothers were moderately involved in activities nutritional food and child care practices compared to fathers who were highly involved in early childhood education and child care practices. Further, there was a strong positive correlation between fathers’ and grandmothers’ involvement in early childhood education practices and the cognitive development skills of children. The provision of toys (.83) and playing games (.81) with children had a more positive effect size on the cognitive development skills of children. Fathers felt that long working hours and child gender impeded their full participation in child-rearing activities while grandmothers faced challenges of long working hours and lack of money to buy nutritious food. Based on the study findings, it is recommended that families should utilise the locally available cognitive stimulating activities to enhance cognitive development skills of childre
Teachers’ application of the communicative methodology in the teaching of english grammar at selected multilingual primary schools in central province of Zambia.
Full text linkThesis of Doctor of Philosophy (Ph.D.) in Applied Linguistics.In the present-day multilingual Zambian society, multilingual classes are unavoidable. All classes have learners with diverse linguistic backgrounds. In Zambia, the language of instruction from grade five to tertiary level is English language and the recommended methodology in the Zambia English syllabus for primary schools is the Communicative Language Teaching approach which stipulates the use of English to teach the target language. The study therefore is aimed at finding out how teachers apply the Communicative Language Teaching approach in the teaching of English grammar to grade six learners in multilingual primary schools. The study was guided by four objectives; 1. To establish teachers’ understanding of the communicative Language Teaching approach, 2. To analyse teachers’ classroom application of the communicative language teaching approach in English grammar lessons. 3.To analyse how teachers negotiate learners’ multilingual identities through language practice. 4. To identify challenges faced by teachers when teaching English grammar using the CLT in multilingual classrooms. The study was guided by two theories, that is the Expertise theory and the Translanguaging theory. The study adopted an interpretive paradigm, and a qualitative approach was used. The participants were 20 grade six teachers and 10 pupils from each class drawn from three districts in Central province namely Serenje, Mkushi and Kapiri Mposhi. Data was collected through interviews, lesson observations and Focus Group discussions. The study findings revealed that teachers had limited
understanding of Communicative Language Teaching approach because they failed to describe it. It was also found that most teachers were not able to apply most of the CLT principles when teaching English grammar. The study established that teachers used interpretation and translation, translanguaging, code switching, use of familiar language and use of language at the level of learners and homework to negotiate the different multilingual identities of through language practice in their classrooms. The study revealed some challenges the teachers faced when teaching English grammar using CLT in multilingual classes which included learners lack of English proficiency, teachers’ lack of proficiency in the familiar languages of the learners, high enrolment levels, lack of teaching and learning materials, low classroom participation by learners, and teachers’ judgement of
multilingualism as a problem. The study recommended that teachers should be deployed to areas where they are familiar with the language so that they can help meet the linguistic needs of the learners. Schools should intensify Continuous Professional Development programmes to enhance teachers’ pedagogical skills in the teaching of English grammar. Colleges and Universities should train teachers intensely in pedagogy and the Ministry of Education should ensure that schools have enough teaching and learning resources for effective application of CLT.
Key words: Multilingual, Grammar, Communicative Language Teaching approach, applicatio
Analyzing the balance of power in the teaching of grade 10 english in multilingual classrooms of Muchinga province in Zambia.
Full text linkThesis of Doctor of Philosophy Degree in Education in Applied Linguistics.Zambia teaches English language as a foreign and second language within its broad framework of post-colonial multilingual Zambia and late-modernity. This scenario came about because of the fact that Zambia and many other countries in the Sub Saharan region of Africa were British
colonies in the early 1900s up to the late 1990s. Therefore, the legacy of British imperialism had left many countries including Zambia with English language thoroughly institutionalized in their courts, parliaments, civil service, schools and higher education, (Manchishi 2004). Therefore, numerous educational inquiry tasks within Zambia have been done and have shown that teachers are implementing CLT among these studies are; (Munakampe 2005, Chishipula 2016, Mwanza, 2017, Mumba 2019, Mwelwa 2020) and one of the critical tenets of Communicative Language Teaching (CLT) is learner centeredness. However, in all these reviewed studies there was no deliberate look at how teachers exercise, distribute, manage and balance their power as they teach English language in multilingual classes using the recommended Communicative Language Teaching and Text Based Integrated Approaches to the empowerment of student voices. Therefore, the research problem was: How do teachers exercise and balance power in the teaching of grade 10 English language in multilingual classrooms in Muchinga Province? The objectives of the study were to: Investigate teachers’ ideologies about balance of power, analyze how power was exercised and balanced in the teaching of English in multilingual classrooms, establish effects of the balance of power between teachers and learners in the teaching of English in multilingual classrooms and examine the drivers and impediments to the balancing of power in the teaching English. The purpose of this study was to analyze how teachers exercised and balanced power in the teaching of grade 10 English language in multilingual classrooms. The study employed a qualitative approach and a case study research design. Data was collected through interview guides, classroom observation guides and focus group discussion guides. The sample size consisted; 12 secondary schools, 60 teachers and 12 HODs and 48 grade 10 pupils. Data was analyzed thematically. Theoretically, this study was grounded on: Multimodality, Critical Discourse Analysis and Bernstein’s Code and Pedagogic Discourse theories. The main findings of this study; confirmation that multilingualism and linguistic diversity in Muchinga province was a reality. Secondly, the findings revealed that majority of the teachers had full
knowledge of the concept, balance of power, while a few others had some knowledge and others did not have clear understanding. Thirdly, the findings revealed some strategies teachers were employing in ensuring there was balance of power in classes and these were; teachers’ use of
familiar local language, use of learners centered classroom activities and teachers’ negotiation of multilingualism in classes. The study also revealed that balance of power between teachers and learners; aroused learning interests in the learners, built confidence in the learners, made both the gifted and less gifted learners access learning. It further established that: wish for the learners to own their own learning, the desire for the learners to grasp the concept easily, accommodating weaker learners, viewing local languages as resources to aid the learning of English and having compassion for the weaker learners drove teachers to balance power. While use of limited teaching and learning resources, mono-lingual kind of approach to teaching, learners’ lack of English proficiency, unrecognition of other languages present in the classes, some teachers’ lazy attitude of not staying in class during learners’ group discussions, impeded effective teaching of English in multilingual classrooms.
Key words: Text based integrated approach, Syllabus, Communicative competence, English
Synthesis and antischistosomal structure-activity relationship profiling of n-pyridazin-3-ylbenzamides.
Full text linkThesis of Master of Science in Chemistry.Schistosomiasis is a neglected tropical disease and the second most fatal tropical disease. The 2024 World Health Organization (WHO) report indicates global mortality rates of 130,000 and 150,000 schistosomiasis deaths attributed to the causative agents Schistosoma mansoni and S. haematobium, respectively, both of which species are endemic to Zambia. Although praziquantel (PZQ) remains the almost exclusive standard of care drug, it has some shortcomings including ineffectiveness against immature parasites, challenges in paediatric dosing, a high adult dose and has shown drug resistance. Therefore, there remains an unmet medical need to develop other treatment options with different modes of action to circumvent the now well-known mechanism of resistance. This study was based on Medicines for Malaria Venture’s compound MMV687807, which was preliminarily shown to possess promising in vitro antischistosomal activity but whose extensive structure-activity exploration was not undertaken yet. The study was also inspired by the desire to design analogues with better physicochemical properties such as logarithms of partition coefficient or distribution (LogP or LogD) and solubility. Accordingly, the study introduced an N-pyridazin-3-yl heterocyclic ring in lieu of the N-phenyl carbocyclic ring thereby editing the N-phenylbenzamide (N-PhBA) scaffold of MMV687807, MK1-11, etc., to the N-pyridazin-3-ylbenzamides (N-PdzBAs) seeing that N-PhBAs had high hydrophobicity (e.g. MMV687807: LogD = 5.14; MK1-11: LogD = 4.36) and hence possessed low aqueous solubility (e.g. MK1-11: Saq = 13.3 µM). Six target compounds were successfully synthesized by EDCI-mediated amide coupling to the required purity i.e. ≥ 95 %. Liquid chromatography – mass spectrometry (LC-MS) was used as the ultimate criterion of purity and to profile retention time (tR) while ultraviolet-visible (UVVis), infrared (IR), proton (1H) and carbon-13 (13C) nuclear magnetic resonance (NMR) spectroscopic methods were used for characterization. Compared to the first-generation NPhBAs (e.g. MK1-11), N-PdzBAs showed much lower in vitro activity (severity score ≤ 1) on
S. mansoni adult worms but favourably lower in vitro cytotoxicity (CC50 > 20 µM) on the HEK293 cell line (an experimental result which also agreed with in silico predictions), favourably higher estimated aqueous solubility (Saq > 100 µM) and lower hydrophobicity (cLogP ≤ 4). Therefore, although inferior activity-wise, the new pyridazinic analogues possess favourable physicochemical properties and could still find utility against other diseases.
KEY WORDS: EDCI-mediated amide coupling, N-pyridazin-3-ylbenzamide, S. mansoni antischistosomal activity, HEK293 cytotoxicity, hydrophobicity, aqueous solubilit
A multi-site case study of music education in Zambia : a critical analysis of policy, implementation from 1964-2024 and future prospects.
Full text linkThesis of Doctor of Philosophy in Primary Education.In Zambia policies on ME are available in policy documents such as ‘Educating Our future of 1996’, “Focus on learning 1992’ and ‘Education reform of 1977’. Despite the availability of these ME policies, their implementation in primary schools, secondary schools and tertiary institutions is not sufficient. The gaps between music education (ME) policy direction and implementation is one challenge that affects many nations worldwide. As such, the purpose of this study was to analyse the problem of ME implementation by firstly, critically examining policy pronouncements in Zambian education policy documents that describe music education (ME), with an aim of uncovering the ideological foundations behind these policies. Secondly, to identify gaps in actual ME policy implementation in learning institutions in order to establish the status and propose future directions of ME in Zambia. Critical policy analysis theoretical framework helped to analyse text in the policy documents and how policies are implemented in learning institutions. Thereby, revealing forces that bring the policies into being and why implementation seem inefficient as a study’s contribution to research design which involved Lusaka, Southern and Copperbelt provinces of Zambia as study sites were used. Convenience and purposeful sampling techniques were used to sample study sites, policy documents and respondents. Primary data were collected from 106 participants who included curriculum developer (1), music teachers (24), lecturers (8), Learners in primary and secondary schools (40) and tertiary education students (33), through interviews, focus
group discussions, participant and non-participant observations. Secondary data were also gathered from policy documents that describe ME in Zambia. Analysis of data from documents was done in two phases that is firstly using content analysis and then secondly thematic analysis which also included the rest of the data from interviews, focus group and observations. The results show that humanism, democracy and aestheticism were seen to influence policy generation and pronouncements. Humanism, democracy and aestheticism are ideologies that influence education policy generation and practice. This was seen in pronouncements that emphasised integrated subjects, cultural and local content integration. Results indicated that
ME was broadly not well implemented in schools observed due to a gap between policy direction and policy practice caused by poor teacher training, non-existent of a ME specific policy document that guides instruction and lack of awareness of ideologies and policies that guide ME in Zambia by teachers of music. Results also confirmed that there was no professional body for music educators to help advocate for policy generation and approval. The findings of the study highlighted the need for bridging the gap between policy directives and ME policy implementation at all levels of education in Zambia. In terms of policy the significance of the study is bringing to the fore the need for a stand-alone music education policy. Furthermore, awareness of guiding ideologies and national goals by teachers would improve practice hence impacting positively future music education in Zambia.
Recommendations from the study include a streamlined ME curriculum at all levels that would reflect a more practical emphasis that largely embraces local music culture and advanced technology use.
Key Words: Ideology, Music education, Music education implementation, Music education policy, Policy analysis, Policy implementation
The role of urban forest in regulating the urban heat island effect in Lusaka district, Zambia.
Full text linkThesis of Master of Science in Environmental and Natural Resource Management.The Urban Heat Island (UHI) effect is about significant temperature increase in the Central business district (CBD) in comparison to the outskirts. It has the potential to amplify heat waves and hot seasons because of their intensity. UHI causes not only thermal discomfort, but also decreases in life quality. This study investigated the role of urban Forest in regulating the urban heat island effect in Lusaka district, Zambia. The study conducted a longitudinal correlational study on ambient air temperature data. Data was collected from Lusaka CBD, Woodlands suburbs, and Forest No. 27 using Mengshen Digital Psychrometer and mobile phone weather application for a period of Eight months September 2022, January 2023 – July 2023. Data analysis was achieved using Pearson’s correlation, k Within-Groups ANOVA and Trend Analyses in generalized linear models. A comprehensive review of the available literature was also done. The results showed that CBD recorded higher overall temperatures (12.4 – 26.3ºC, average=24.9ºC) compared to slightly vegetated Woodlands suburbs (11.4 – 24.5ºC, average=23ºC) and highly vegetated Forest No.27 (9.8 – 19.9ºC, average=18.2ºC). This indicates that, while UHI is a common phenomenon, green infrastructure in urban areas may, in some cases, mitigate its effects. Furthermore, the study found that the scope and impact of UHI are not uniform: depending on the peculiarities of urban morphologies, they pose different challenges linked to the microclimate peculiar to geographical locations in this case CBD,
Woodlands residential and forest No.27, with the CBD experiencing higher temperatures. The study concluded that preserving and expanding urban green resources contributes to additional benefits that may reduce the effects of UHI directly or indirectly. The study also emphasizes the importance of urban forest in maintaining green areas in the CBD. The study also emphasizes the importance of city planners paying closer attention to potential UHI effects when starting new construction projects or modifying existing ones.
Keywords: Green Infrastructure, Heat waves, microclimate, Psychrometer, urban heat islan
Nurses knowledge, attitudes and practices towards pain assessment and management in intensive care units at Kasama General hospital, Zambia.
Full text linkThesis of Master in Critical Care Nursing.Critically ill patients, have challenges reporting pain given their physical state. The complex nature of critical illness and diverse needs of patients may impact on the effectiveness of pain assessment and management in the intensive care units (ICU). Effective pain assessment culminates in effective pain management and nurses play an important role in ensuring effective pain management. Existing literature has shown a gap in the practice of pain assessment and management and efforts have been made to try to mitigate the inefficiencies among nurses, yet their knowledge, attitudes, and practices (KAP) in this domain remain variable and impact patient outcomes. This study assessed the nurses’ knowledge, attitudes and practices towards pain assessment and management of patients in ICUs at Kasama General Hospital. The study employed a quantitative cross sectional analytical study design. A population of 53 Participants was selected using census sampling method. A self-administered questionnaire was used following approval of the study by the local Ethics Committee. Written consents were obtained before commencement of the study. Data was analyzed using SPSS version 26 employing Binary Logistic regression and chi square. The results revealed significant associations (P ≤ 0.05) between gender (P = 0.014), years of experience (P = 0.046), and attitude (P = 0.002) to practice of pain assessment and management. Binary regression also revealed that females (AOR: 6.247, 95% CI: 1.19-32.70, p = 0.030), nurses with more than 10 years of experience (AOR: 3.962, 95% CI: 1.26-23.5, p = 0.002) and nurses working in the Pediatric Intensive Care Unit (AOR: 3.504, 95% CI: 0.001-11.51, p = 0.019) and Neonatal Intensive Care Unit (AOR: 6.098, 95% CI: 2.85-5.82, p = 0.002) had significantly increased odds of good practice. In addition, having positive attitude (Attitude: AOR: 2.007, 95% CI: 2.33-23.3, p = 0.016) and possessing knowledge (AOR: 3.267, 95% CI: 0.99-2.47, p = 0.004) about pain assessment and management was significantly associated with higher odds of good practice. This study revealed that pain assessment and management practices among nurses at Kasama General Hospital are influenced by their knowledge levels and type of attitudes. Therefore, it is recommended that professional development programs be intensified and educational opportunities on pain management and assessment increased for nurses working in the ICUs.
Key words: Pain management, pain assessment, Intensive care units, Nurse’s Knowledge, Nurses attitudes and practic