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An analysis of classroom language practices among first graders upon entry into grade one in Chongwe urban district.
Get PDFThesis of Master of Education in Literacy, Language and Applied Linguistics.Zambia is considered as a multilingual country with most of the classrooms being multilingual. While the National Literacy Framework (2013) policy currently states that the official regional languages of instruction be used in all schools from grade one to grade four, with English taking over from grade five onwards. The aim of this study was to analyse the classroom language practices of the early graders upon entry into grade one in Chongwe urban district. Thus, the study was guided by three objectives namely: (i) to Analyze grade one teachers’ and learners’ classroom language practices in the first month, (ii) to Establish teacher’s views on the appropriate language practices in the initial stages of grade one schooling, and (iii) to Identify language related challenges faced by teachers when teaching grade ones in the first two months. Purposive sampling was used in this study to come up with 270 participants of which 20 were grade one teachers and 250 were grade one learners. Data was collected using interviews and classroom lesson observations. Triangulation of data provided detailed information on the multilingual nature of the classrooms, teachers’ and learners’ language practices in the classroom, teachers’ language views towards informal languages and the challenges teachers face when teaching grade ones in the first two months in the classroom. Qualitative data was analyzed thematically according to research objectives. The findings of the study are that the grade one classrooms of Chongwe District were multilingual as teachers and learners were able to speak more than one language. The study also found that the commonly spoken languages in the schools were Cinyanja, Soli, Bemba and English. The findings also showed some aspects of translanguaging though not fully. Some teachers tried to teach using the different languages of play for the children in class. The study further revealed that teachers had communication challenges when using Cinyanja to teach learners from different linguistic background. Inadequate teaching and learning materials, overcrowding and time management were some of the challenges which both teachers and learners faced. The study concluded that since learners entered grade one without adequate proficiency in the regional language, teachers used translanguaging to bridge the gap between home and school literacies. Against this background, the study recommended that the Government through the curriculum Development Center should, (a) Revise the language in Literacy Curriculum Framework (2013) policy to match the linguistic composition of the classrooms by developing Dual-language or Dynamic Bilingual Education system instead of the current Transition Bilingual Education’ (b) legitimize translanguaging; and (c) production of teaching and learning materials which will suit the demands of such learners
An examination of the teaching and assessement of reading comprehension in selected secondary schools of Ndola district of Zambia.
Get PDFThesis of Master of Education in Literacy, Language and Applied Linguistics.Effective and appropriate instructional practices in teaching and assessing reading comprehension by secondary school teachers are very fundamental if learners were to build the reading comprehension skills required for them to pass English language and other subjects. The study therefore examined the teachers’ instructional practices in the teaching and assessment of reading comprehension. This study generally looked at what instructional practices teachers used to help the learners derive meaning or answers from explicitly stated information, making of both direct and indirect inferences, and interpreting/integrating ideas and information. Lastly, the study also focussed on establishing teachers’ instructional practices in ensuring that learners were able to examine and evaluate content, language and textual elements. The other feature that was important to this study was to find out if learners were truly failing reading comprehension assessment or not. Therefore, part of the study assessed the learners in reading comprehension in order to determine if the statistics at national level were the same as at classroom level. Twelve teachers, three heads of departments and 200 learners were sampled from three different government schools of Ndola on the Copperbelt Province of Zambia. These were purposively and simple randomly sampled respectively to participate in the study. The Study employed a Mixed Method approach by way of embedded research design. Data collection was done using lesson observations, semi- structured interviews, questionnaires, document analysis and a reading comprehension test. Thematic analysis was used to analyse qualitative data while Microsoft Excel to find mean averages on learner performance with regard to the four processes of reading comprehension by the Progress in International Reading Literacy Study (PIRLS) was used
to analyse quantitative data. The findings revealed that, even though teachers taught and assessed the learners in reading comprehension, they did not impart the necessary reading comprehension skills in totality. All the teachers mostly focussed merely on reading, speed, pronunciation of words and vocabulary. They did not give detailed explanations on how the learners were expected to acquire the necessary Comprehension skills. To them,
reading comprehension was about reading a text and then answer a few questions thereafter. Furthermore, it was revealed that learners performed well in the questions that did not require them to think beyond the text but on the other hand, the performance was very poor in those questions that required high thinking skills. In view of this, it was recommended that teachers should be oriented to Progress in International Reading Literacy Study so that they can apply in class when teaching and assessing learners in Reading Comprehension. This will help them discover ways of ensuring that the skills of reading comprehension are imparted in learners. Teachers should also ensure that they plan adequately for reading comprehension and formulate questions based on the skills they are teaching in each particular lesson
Strategies used to teach phonological awareness in selected primary schools of Serenje district of Zambia.
Get PDFThesis of Master of Education in Literacy, Language and Applied Linguistics.The purpose of the study was to examine and understand the strategies used to teach phonological awareness in lower primary schools in Serenje District of Zambia. To determine the strategies teachers used to teach phonological awareness in lower primary schools of Serenje District; to discuss
factors affecting the use of strategies to teach phonological awareness in lower primary schools of Serenje District; to establish ways of enhancing the use of strategies to teach phonological awareness in lower primary schools of Serenje District. The study used a qualitative approach and a descriptive
survey design which employed questionnaires and in-depth interviews, an open-ended interview guide, lesson observation check list and the researcher’s personal field notebook to collect data. Non probability criterion homogenous purposive sampling procedure was used to select Deputy Head teachers, primary senior teachers and primary teachers. The sample size comprised 15 participants selected purposively. Qualitative data was analyzed thematically. The study revealed that generating rhymes, multi-sensory, picture card snap, sound sorts, and treasure chests were some of the strategies teachers used to teach phonological awareness in lower primary schools The study also revealed that learning styles, motivation, personality and language were factors that affected the use of strategies to teach phonological awareness. It was also found that lack of phonological awareness skills in teachers posed challenges in using strategies to teach phonological awareness in lower primary schools. It was further revealed in the study that those teachers who found it difficult to teach phonological awareness, they ended up teaching only three instead of the five ompetences in a single literacy lesson. The study concludes that frequent practice of learned phonetic skills leading to strategies used to teach phonological awareness will encourage the growth of the child’s mind. Direct, explicit instruction followed by activities that include abundant teaching strategies have been found greatly successful. Based on the findings, the study recommends that the teaching of phonological awareness should be incorporated in the syllabus being followed by primary teacher training colleges. Teachers should also teach all the five competences in a single literacy lesson if phonological awareness is to be taught successfully. Teachers should build the confidence level of the pupils by implementing
questioning techniques in reading discussions, that are age-specific and where all answers to questions are accepted
Exploring factors contributing to poor pupils’ performance in social studies at grade 9 in selected schools in Lusaka district, Zambia.
Get PDFThesis of Masters of Education in Social StudiesSocial Studies is a beneficial subject to learners who take it, as it builds cultural awareness, develop critical thinking skills, gain citizenship skills and main more. However, learner performance in national examinations in Zambia has remained poor country-wide in general, and Lusaka District in particular as evidenced by successive Examination Council of Zambia (ECZ) reports of 2015 to 2019. The 2015 and 2016 Grade 9 Examination Results (Highlights), which inspired this study, reported a nation-wide failure percentage of 39.65 % while the 2017 reports by ECZ showed 30.03%. Thus, this study was conducted to establish the factors contributing to the poor performance of Grade 9 pupils in national social studies examinations in selected secondary schools in Lusaka district. To do this, the study sought to establish: the preparedness of teachers to teach the subject; the strategies teachers employ in teaching the subject; the attitudes of teachers and learners towards the subject and the factors leading to poor performance of learners. A qualitative approach, employing a case study strategy of inquiry, was adopted. The following data collection techniques were used: classroom observations, interviews and focus group discussions. The purposive sampling technique was used to select teachers and Grade 9 pupils a total of 55 respondents were selected distributed as; 40 Grade 9 pupils 10 from each school, 8 teachers of social studies and 4 Heads of social sciences. Data were analyzed qualitatively and identification of emerging themes. The study is based on the theory of constructivism which was espoused by Jean Piaget. The constructivism theory has relevance to this study, because the theory is particularly on Performance being an outcome of learning, and the manner in which leaners learn determines outcome or performance. Therefore, the academic performance in social studies observed from 2015- 2019 was the outcome of how the subject was being handled by teachers. The study established that teachers of social studies were mostly inadequately prepared to teach the subject, teachers using wrong teaching methods, teachers not being involved in curriculum development, negative attitude by both the teachers and the learners, teachers not understand the aims, purpose and goals of social studies, less time allocation on the timetable and learners not having access to educational tours. Majority of teachers lacked relevant subject background knowledge and were limited in terms of pedagogical practices. Additionally, the serious shortage of texts books in some schools, poor reading culture among learners, negative attitudes by some teachers and learners towards the subject were found to be some of the major factors affecting performance. The study recommends holding of periodic capacity building program, training of teachers of social studies, and use of interactive teaching strategies as possible remedial measures. Teachers need to be sensitized, motivated and supported on the importance of Social Studies for this will assist to develop positive attitudes in leaners towards the subject
Experiences of teachers and pupils on e-learning prepardness in selected urban schools of Lusaka district, Zambia: an interpretive phenomenological study.
Get PDFArticle.The study focused on the experiences of teachers and pupils on e-learning preparedness in selected urban schools of Lusaka anchored on interpretive phenomenological perspective. The aim of the study was to explore the experiences of teachers and pupils on e-learning and establish the measures put in place on e-learning preparedness in the selected schools of Lusaka urban. The study used an interpretive phenomenological theoretical framework based on discussions and reflections on direct sensory observations and experiences of the learners. The starting point for using interpretive phenomenology in this
research was our ability to approach this research without knowing a priori assumptions. Phenomenological theoretical framing has been used as a broad and loose name for various analyses that have emphasized experiences, interpretations, narratives, and discourse based on the phenomenological orientation of social science philosophy. Methodologically, employed a qualitative approach particularly in analyzing data. To do so, the study took a total sample size of 25 participants such as 10 pupils, 9 ICT teachers, 2 Head Teachers, 2 specialists from the Curriculum Development Centre (CDC) equaling to the total
of 25 participants. Technically, the researchers used purposive sampling, specifically homogenous sampling to select head teachers, pupils, and curriculum experts. Data was collected using detailed Interview Guide, focus group discussion and observation Checklist on the preparedness of e-learning in selected schools of Lusaka, district in Zambia. Further, data was analysed using thematic analysis where major themes were drawn and coded. Based on the study
findings it is evident to note the teacher’s experiences and challenges of e-learning preparedness were due to the lack of ICT infrastructure, lack of trained ICT teachers, Poor network connectivity, lack of acceptance to new technology, electricity load shedding and the lack of parental involvement in e-learning programmes. Further, on usage, the study revealed that pupils did not know how to use the e- learning platforms, and mostly there is inadequate skills and
knowledge of eLearning software to both teachers and learners. The study postulates the strategies on e-learning preparedness that should include training of Trainers of ICT, Building ICT infrastructure, and ensuring that ICT is a compulsory subject from primary to secondary schools. Additionally, a continuous Professional Development for all teachers on e-learning, monitoring and evaluating of e- learning assessments and feedback should be encouraged in
all schools. The study recommended the forgoing to authorities in the education sector for sustainability, as case studies and best practices, digital literacy and pedagogical approach applicable in Zambia
Evolution of methods and techniques in foreign language teaching.
Get PDFWritten evidence points to the Middle East in Iraq at sumer (Baghdad) as the place of origin regarding the teaching of second / foreign languages. This was around 3,000 BC when a group of invaders conquered the area. Surprisingly, instead of imposing their language, they opted to learn the language of the conquered (the Sumerians). The method used to teach the language involved rewriting or analysing old texts (Philology). This then marked the beginning of the first methods in second / foreign language teaching. So, the communicative/task-based methods currently in use widely in the world, in the teaching of second/foreign languages, did not emerge like manner from Heaven. To the contrary, they are part of a long methodological evolution. We have in this book, attempted to critically discuss the evolution in question. For each method, we have highlighted its origin, main features (characteristics) and its application in the classroom setting. That is, a sample lesson as it was taught at that tim
An investigation into the drivers and barriers affecting the implementation of renewable energy technologies in Zambia.
Get PDFThesis of Master of Business Administration General.Zambia, rich in its renewable energy potential, faces a complex matrix of challenges and opportunities in harnessing and optimizing this potential. This research sought to investigate the drivers and barriers to the implementation of renewable energy technologies beyond hydropower. The study, grounded in expert interviews and a comprehensive review of pertinent documents, unveils a multifaceted landscape of regulatory, financial, infrastructural, and societal challenges that intersect with immense opportunities presented by abundant alternative renewable energy resources. The research employed an interpretivist philosophy, acknowledging the dynamic construction of reality based on individual experiences and societal contexts. Following interpretive principles, the study sought a profound understanding of drivers and barriers in Zambia's renewable energy landscape. Utilizing an inductive approach, the research aimed at exploring new aspects, avoiding preconceived theories, and deriving insights from empirical data. A descriptive research design, specifically a qualitative survey, was adopted to capture the intricacies of the renewable energy sector. The target population included key entities in the electricity subsector, and a purposive sampling technique, with maximum variation sampling, ensured diverse perspectives. Data collection involved in-depth interviews and document review. The findings highlight the urgent need to diversify Zambia's energy mix due to vulnerabilities in hydropower exacerbated by climate change. Regulatory hurdles, financial barriers, and public acceptance issues are significant challenges. The research recommends a streamlined regulatory environment, innovative financing mechanisms, and comprehensive public awareness campaigns. It also advocates for international collaborations to leverage technical, policy, and financial synergies. Ultimately, the study provides a roadmap for Zambia's renewable energy future, offering actionable recommendations to guide its journey toward sustainability and prosperity
Rainwater harvesting practices among residents of Mutamabweengwa of Pemba district.
Get PDFThesis of Master of Science in Geography.Community rainwater harvesting (RWH) systems are seen as an instrument in increasing resilience in recurring droughts and enhancing food security in dry lands of Zambia. Harvested rainwater can be used for agriculture or water supply for households and other domestic uses. This study investigated the practices of rainwater harvesting among residents of MutamaBweengwa area in Pemba district, Southern province. This study used mixed methods approach. A convergent parallel design was used. A total sample of 379 residents were randomly sampled for interviews. 11 key informants were purposively sampled for interviews. The study was done using primary sources, interviews and direct observation. The methods employed in the qualitative data analysis included thematic analysis. Descriptive statistics were used to summarize quantitative data in charts and graphs. The study showed that the residents of Mutama-Bweengwa practice rainwater harvesting using different methods such as dams, buckets, wells, trenches, and soil bunds. However, the study revealed that rainwater harvesting is mainly directly and depended on social, economic and
physical factors. Factors that promote rainwater harvesting included technology availability, good environment, good type of roofing, adequate rainfall, good structures and adequate finances. On the other hand, lack of awareness and technical knowledge were key factors that hinder rainwater harvesting. Affordability and accessibility were also identified as potential barriers, emphasizing the importance of considering the financial capabilities and resources of the community in implementing rainwater harvesting systems. The study reviewed that the majority of participants recognized the potential benefits of rainwater harvesting, including improved water security, access to clean water, and enhanced sustainability, etc. However, the study also identified some concerns and challenges that need to be addressed. Therefore, this study recommends for the need for actors of rural development actors such as International Development Agencies, Private Sector, Non-Governmental Organizations as well as Government to provide training and extension services to the residents of Mutama-Bweengwa area so as to develop and disseminate more effective and affordable types of rainwater harvesting and storage technologies as alternatives and to design and develop policy instruments and social institutions that facilitate adoption of Rainwater harvesting and storages practices
“Rethinking” teacher retention through examination of leadership style, training and rewards in Zambia : a mixed method empirical study.
Get PDFThesis of Doctor of Philosophy in Education Management.This study ascertained the impact of leadership style, rewards, and training on teacher retention in the Copperbelt Province of Zambia It was guided by Herzberg’s Two Factor Theory and the Job Embeddedness Theory, which provided the theoretical basis for the study of teachers motivation,
satisfaction or dissatisfaction, and their effect on teacher retention. Further, the Employee Retention Connections (ERC) model was used to simplify the relationship between the key variables and job retention. It used a pragmatic research philosophy and a mixed-method methodology, specifically an embedded correlational model, where qualitative data was integrated within a quantitative research design. It had 600 participants. Sampling was done using multistage sampling and snowball sampling techniques. Self-administered survey questionnaires and semistructured interview guides were used to collect quantitative and qualitative data respectively. Quantitative data was then analysed using ANOVA and multiple regression analysis. On the other hand, qualitative data was deductively coded then analysed using interpretative thematic analysis and Moustakas`s Modified Stevick-Colaizzi-Keen (SCK) method. After analysing the three independent variables – leadership style, training, and rewards – findings revealed that leadership style had the most significant relationship with teacher retention, followed by rewards and then training. The findings suggest that school administrators should not use of coercive power and should learn to value production and human resource. Study findings further suggest that school
managers and newly recruited teachers should be given foundational training before being ushered in an office, in-service training should be an ongoing exercise, teachers’ salary should be increased, qualifications should match with the salary grade, and promotion should be based on merit. The following were the major recommendations to policy makers: Teachers’ salaries to be increased, teachers with master’s degrees and other higher qualifications to have a salary scale commensurate with their qualifications; In-service training to be an on-going exercise, especially in rural schools;
and foundational training to be mandatory for all education administrators, in addition to newly recruited teachers, before being ushered in the office. The greatest contribution of this study was on understanding what contributes to teachers leaving the Ministry of Education schools for other
organisations. It contributes to understanding how best the teachers can be retained in the government schools with a focus on leadership style, training and rewards. Further, the study gives birth to the Leadership style, Training and Rewards (LTR) Model for Teacher Retention
Factors affecting revenue collection at Lusaka city council.
Get PDFThesis of Master of Business Administration in Management Strategy.Lusaka City Council (LCC) is critical in funding and delivering essential public services across Zambia's capital—however, LCC grapples with persistent underperformance in revenue collection. From 2018-2021, gaps between budgeted and actual revenues averaged over 20%, totalling K264 million in losses; this significantly constrains LCC's capacity to maintain infrastructure and services. This mixed-methods study investigated the factors underlying LCC's revenue challenges. Quantitative data was gathered by surveying 100 randomly sampled taxpayers and 30 purposively sampled council officers. Key metrics showed that 60% of taxpayers lacked awareness of tax rates and obligations, while 78% felt LCC does not engage
stakeholders when adjusting policies. Meanwhile, 91% of officers confirmed political interference in revenue collection, rating its impact 3.1/5. Taxpayers assessed the impact even higher, at 4.4/5. Qualitative data from interviews and focus groups highlighted issues like partisan appointments, opaque processes, and corruption. Thematically analysed responses emphasised outdated manual systems, corruption among collectors, weak enforcement and skill deficits as primary barriers. For instance, an officer noted that "lack of transport hampers bill delivery and follow-ups." Taxpayers cited inaccurate billing, unresolved discrepancies and poor customer service. This study makes a unique contribution by providing a comprehensive, contextualized analysis of the multi-faceted institutional, administrative and political factors constraining LCC's revenue performance. It offers new evidence from Zambia to inform local revenue mobilization policies tailored to the developing world. Key recommendations include
taxpayer education initiatives, integrated billing and payment systems, strengthened audits and oversight, and performance incentives balanced with sanctions to improve compliance. Sustained reforms to governance, administrative capacity, and engagement are indispensable to translating LCC's vast revenue potential into outcomes. The solutions offer subnational governments globally a model to enhance revenue mobilisation for local service delivery