University of Zambia Online Research Repository
Not a member yet
8755 research outputs found
Sort by
Effect of service quality on customer satisfaction : a case of ZANACO bank.
Get PDFThesis of Masters in Business Administration (MBA) GeneralThe key to surviving in a global market is to focus on service quality for customers. Every organization should focus on providing quality service to customers. ZANACO bank has been implementing several service quality features and systems, such as changing the interior design of bank buildings, investing in technologies and taking services closer to the customers through ZANACO express agents, mobile banking and opening new branches among others. Hence, the study investigated the effect of service quality on ZANACO bank customers’ satisfaction. A survey was conducted with 397 ZANACO bank customers at Main Branch in Lusaka. The study used descriptive and causal designs. The study analyzed the data by obtaining frequencies, percent and means, and the study employed spearman correlation analysis to determine the effect. The study found that the service quality features important to bank customers were; quick in attending to customers, courtesy of the bank employees, accuracy of the banking transactions, safety of the banking services, customer care, convenient operating hours reliability of banking services and affordability (cost)of services. The study found that banks’ responsiveness, accuracy, reliability and empathy significantly affect customer satisfaction, while tangible features have weak to no effect on customer satisfaction. Customer satisfaction had a strong positive effect on customer loyalty, with a correlation coefficient of 0.9264, statistically significant at 0.0001 p-value. The study therefore recommended that: Banks should focus more on reliability, assurance, empathy and responsiveness to increase customer satisfaction; offering of incentives like reduction of banking charges; and employing customer loyalty programs to remain competitive
Analyzing the nature of class interactions in grade five english language teaching in selected primary schools in Lusaka district of Zambia.
Get PDFThesis of Master of Education in Literacy, Languages and Applied Linguistics.The study sought to analyze the nature of class interactions in Grade Five English language teaching in selected primary schools in Lusaka District of Zambia. The study was guided by the following research objectives: to determine the nature of class interactions in Grade Five classrooms, to establish the views of teachers on the importance of class interactions and lastly, to investigate the interaction challenges faced by Grade Five teachers of English language in Lusaka District. The study was informed by the social constructivism research paradigm and used a qualitative approach. A descriptive research design was utilized to
gather data for the research. The total sampled population of 20 participants was purposively selected using criterion sampling technique. These included Five Head teachers, Five Senior teachers and Ten class teachers who taught Grade Five learners. Data was collected using an interview guide, classroom observations and document analysis. Research findings revealed that the nature of class interactions was partially conducive in some classes but not all. Some
learners were able to communicate, answer teacher’s questions despite some limitations in language proficiency. Majority of teachers tried to code-switch the languages used in class in order to create interaction opportunities for learners who were unable to express themselves fully and freely in English. Research findings also revealed that, class interactions were important and that teachers employed interactive techniques like group work, whole class discussion and individual work to promote interactions. Findings further revealed that, majority of teachers faced challenges when employing interactive activities in class. The challenges included language barrier, over enrolment, lack of teaching and learning materials, overcrowded classes among others. The study recommended that, the Ministry of Education through the policy should consider the use both English and the familiar local language (code switch) to cater for those learners who find it difficult to interact because they cannot speak English in Grade Five classes. District Officials, Head teachers and Teachers must consistently conduct Continuous Professional Development meetings to stay updated on new teaching methods, techniques, best language practices and approaches to foster collaborative, engaging and interactive lessons through problem
solving
An exploration of teachers’ pedagogic practices of teaching oral reading fluency (ORF) to grade 5 learners in selected classrooms of Kitwe, Lusaka, and Livingstone districts in Zambia.
Get PDFThesis of Doctor of Philosophy (Ph.D.) in Literacy & Languages.The ability to read for meaning and pleasure is arguably the most important skill children learn in primary school. Zambia, like many other nations, experiences low reading levels due to the non comprehension of most learners. Oral reading fluency (ORF), defined as the ability to read text quickly,
accurately, and with meaningful expression, is one integral component of reading to learn for meaning. Educators understand that teaching students to read fluently is the key to their overall academic success. This study investigated teachers’ pedagogic practices of teaching oral reading fluency (ORF) to Grade 5 learners in selected classrooms of Kitwe, Lusaka, and Livingstone Districts in Zambia. The study was guided by four objectives: 1) To assess teachers’ views on teaching oral reading fluency in Grade 5 classrooms. 2) To analyze how teachers teach oral reading fluency and
pedagogical strategies used in Grade 5 classrooms. 3) To ascertain oral reading fluency challenges learners face while reading connected text in English. 4) To establish measures that teachers take to support learners with specific oral reading fluency challenges. Four theoretical lenses of the learning theories guided this study - automaticity theory, information processing model, behaviorism theory, and word learning theory. The study adopted an interpretive paradigm, and a qualitative approach and employed a descriptive design. 18 Grade 5 teachers selected from Kitwe, Lusaka, and Livingstone districts, participated in the study. Data were gathered using interviews, class observation, and document analysis, and were thematically analyzed. The study revealed that teachers do not teach ORF in upper primary schools because they view ORF as a foundation skill that is only taught in lower primary schools. The study also established that teachers have content knowledge but lack pedagogic knowledge to teach ORF. Despite recognizing its importance, teachers doubt its effectiveness for struggling learners in Grade 5 classrooms. The study concluded that this reluctance to teach ORF stems from a lack of instructional knowledge on effective fluency-promoting strategies. Instead, teachers tend to mislabel comprehension instruction as ORF, revealing a phenomenon akin to the Dunning-Kruger effect, where they overestimate their knowledge in unfamiliar areas. The study presented ORF instructional strategies and interventions and a reading fluency model lesson as measures to mitigate learners who face challenges in reading. The study recommends systemic changes at teacher and policy levels, thus: The Ministry of Education should undertake a review of the curriculum and syllabus, specifically to incorporate essential components for teaching ORF at the upper primary level. Teachers to
include time for fluency practice within a reading comprehension lesson. Schools to conduct ORF training for teachers, through Continuous Professional Developments (CPD). Colleges and universities intensify the training of teachers, ensuring they acquire the necessary skills to effectively teach ORF
Promotion of culture through the teaching of local languages: a case of Icibemba in selected primary schools in Mansa district, Zambia.
Get PDFThesis of Master of Education in Literacy Language and Applied Linguistics.The purpose of this study was to explore the promotion of culture through the teaching of local languages: A case of Icibemba in some selected primary schools in Mansa district, Zambia. The objectives of the study were; to identify some of Zambian cultural aspects embedded in the teaching of local languages (Icibemba) in schools in Mansa, to ascertain the extent to which Zambian cultural aspects are being promoted through the teaching of local languages (Icibemba) and to establish challenges being faced in promoting the Zambian cultural aspects through the teaching of local languages. The study was qualitative and descriptive design was employed. The participants in this study involved only 13 grade four primary school teachers, 16 grade four learners and 1 standard officer which gave a study a total of thirty (30) participants. The research design used was descriptive; Interviews, focus group discussions lesson observation and document analysis were the modes of collecting data. Data was then analyzed
thematically and was presented in a descriptive manner. The findings established that, culture was taught in some topics of Icibemba. Document
analysis of the Zambian school curriculum revealed that there was content variation of cultural aspects across Icibemba, as some topics had more or less content than the others. It was also established that a native Language of a particular ethnic group was a factor for promotion of its culture, as language was an important aspect of culture itself. Local language users aimed at culture continuation and survival of the heritage. There were less cultural activities which provided the learners with a cultural enabling environment to tap from. For this reason, in this study the researcher advocates for the compulsory teaching of local languages as a way of promoting culture. In this study, the researcher recommended for a compulsory teaching of local languages and culture, so as to ensure every learners’ participation into the actual promotion and maintenance of Zambia’s culture and its heritage. Henceforth, the Ministry of Education should allocate more time for the practical teaching of culture in various Zambian languages and consider to make cultural studies a compulsory subject. The Ministry should consider with cultural experts so as to enable learners get firsthand information and train teachers to teach culture
A study of the effect of digitalization on customer satisfaction: a case of standard chartered bank Zambia.
Get PDFThesis of Master of Business Administration General.This study examines the effect of Digitalization on customer satisfaction. It is a case of Standard Chartered Bank Zambia. With the rapid advancement of technology reshaping the financial landscape, the adoption of digital banking services has become a critical area of interest. In recent years, the Zambian banking sector has undergone significant digitalization, providing services such as mobile banking, online transactions, and ATM accessibility. In this evolving context, it is crucial for banking institutions and policymakers to understand how digitalization affects customer satisfaction. To investigate this relationship, the study employs a theoretical framework that integrates established theories. The Unified Theory of Acceptance and Use of Technology (UTAUT) is utilized in our research. This theoretical foundation guides the exploration of how customers of Standard Chartered Bank Zambia perceive and interact with digital banking services and the subsequent impact on their overall satisfaction. A mixed-methods approach is employed in this research, incorporating questionnaires, interviews, and data analysis of customer responses from Standard Chartered Bank Zambia. The Tronchim formula was utilized to determine a sample size of 400 respondents for the study. Additionally, separate interviews were conducted with five bank staff members involved in the transition process and handling customer feedback. The findings reveal significant insights into the complex dynamics between digitalization and customer satisfaction. Factors such as convenience, accessibility, speed, customer alerts for transactions, and real-time feedback emerge as crucial mediators in determining customer satisfaction in a digitized banking environment. The results of this study have valuable implications for both Standard Chartered Bank Zambia and policymakers. These findings are crucial for remaining competitive
and guaranteeing customer satisfaction in a constantly evolving and technology-driven industry, as digital banking continues to progress. The main recommendations for the banking sector in Zambia are to improve internet security, offer real-time responses to digital banking inquiries, combine mobile and online banking into one app, and include investment options on digital platforms. These steps will help banks meet customer needs, focus on security, and enhance customer satisfaction in the digital era
Analysis of instructional strategies teachers use to teach reading comprehension to grade 3 learners in english language in selected primary schools in Solwezi district of Zambia.
Get PDFThesis of Master of Education in Literacy, Language and Applied Linguistics.The study investigated instructional strategies teachers use to teach reading comprehension to grade 3 learners, in the English language as they transitioned from learning in Kikaonde language. The objectives of the study were; to investigate instructional strategies teachers use to teach
reading comprehension to grade 3 learners in the E language, to examine teachers’ competences in using the instructional strategies and to determine effective instructional strategies to teaching reading comprehension to grade 3 learners in the target language. Qualitative approach was used
and a descriptive research design was adopted. The sample included 5 primary schools, 8 senior teachers and 13 teachers. Data was collected using structured interview guides, classroom observation guide and document review checklists. Data was analysed using thematic analysis. The study found that teachers used strategies such as group work, pair work read and aloud and whole class to teach literacy in English. The study also found out that teachers lacked understanding of how to use the instructional strategies to teach reading comprehension at grade 3 as they transitioned into learning in English. The study further found that use of: systematic explicit instruction, making connections with text, teaching words in isolation, in context, graphic organisers, visual evidence, peer assisted, translanguaging, text structure, summarising important points, scaffolding, visualising, predicting, sandwiching, and read aloud were effective instructional strategies to teaching reading comprehension in English. The study recommended
that School administrators to enhance capacity building for the teachers, as a continuous process, in all the primary schools so that teachers have the competences to handle reading comprehension lessons
An analysis of revenue management efficiency at Lusaka city council.
Get PDFThesis of Master of Business Administration in Finance.This study empirically investigated the efficiency of revenue management at Lusaka City Council (LCC). Primary data was collected through individual questionnaires and in-depth interviews with LCC employees. Employing the Slovin formula, the sample size comprised 70 council workers selected through purposive and simple random sampling methods. The study used descriptive and inferential tools to conduct the analysis. The study revealed that bank deposits were identified as the most effective revenue collection practice at LCC. Interviewees expressed belief in the appropriateness of existing revenue collection strategies; however, the study found the overall extent of these strategies to be poor. The findings underscored the importance of strengthening the legal framework, continuous sensitization, and expanding collection points to enhance revenue collection, aligning with practices of entities like the Zambia Revenue Authority (ZRA). Assessment methods were deemed ineffective, primarily relying on open meetings within departments or sections. The study highlighted LCC's inefficiency in revenue collection, emphasizing the need for the council, as one of the oldest, to serve as a model for sustaining operational expenses independently. Dependency on legislative frameworks, measures, and remedies was evident, yet these were deemed insufficient. Respondents expressed a lack of understanding of the utility of revenue collection by LCC, questioning its necessity. The study recommends a harmonization or review of the legal framework supporting revenue collection to enable the Local Authority to realize its full potential
Efficacy of demonstration-guided simulations on male and female learners’ conceptual understanding. Lessons from electromagnetic induction in selected secondary schools of Lusaka district.
Get PDFThesis of Master of Education in Science Education.The purpose of the study was to determine the efficacy of demonstration-guided simulations (DGSs) on male and female learner’s conceptual understanding of Electromagnetic Induction. The study employed a pre-test–post-test quasi experimental design with a Solomon four arrangement of groups, involving two experimental and two control groups. The study sample consisted of 132 grade 12 learners, of which 37 came from
Experimental group 1, 26 came from Experimental group 2, 33 came from Control group 1 and 36 came from Control group 2. A Physics Achievement Test (PAT) with a 0.75 reliability coefficient was used for collecting data. Experimental group 1 and Control group 1 were pretested and then all the groups were taught Electromagnetic Induction, with the two experimental groups being taught using a Physics Education
Technology (PhET) simulation called Faraday’s Electromagnetic Lab while the other two control groups were taught using the traditional method. Finally, all the groups were post tested and data was analysed quantitatively using SPSS Version 25. All statistical tests were evaluated at < 0.05 confidence level. Results from independent samples t tests revealed that all experimental groups performed statistically significantly better than all the control groups with values ranging from 0.0004 to 0.044 and effect sizes ranging from 0.51 to 1.03. This showed that demonstration-guided simulations are able to significantly improve learner’s performance. The study also found that even if boys performed statistically significantly better than girls in the experimental group, the girls from the experimental group performed statistically significantly better than the girls from the control group which showed that simulations are equally gender friendly. Based on the findings of this study, it was concluded that the use of the demonstration-guided simulation in teaching electromagnetic induction is more effective than the than the traditional method of instruction and should therefore be encouraged. It was therefore recommended that; the Curriculum Development Centre (CDC) should incorporate the use of demonstration-guided simulations into the curriculum, Ministry of General Education (MoGE) through Teacher Education and Specialised Services (TESS) should include into the teacher-training curriculum, the use of simulations as a teaching method/aid so as to adequately prepare would-be science teachers on the skills and knowledge on how to use simulations. Schools and district administrators should develop regular Continuing Professional Development (CPD) programs in form of seminars, conferences and workshops on the integration of simulations in the teaching process
Teachers’ preparedness to teach reading comprehension in english language among grade four learners in selected primary schools in Chongwe district, Zambia.
Get PDFThesis of Master of Education in Literacy, Language and Applied Linguistics.This study explored teacher’s preparedness to teach reading comprehension in English language to Grade four learners in selected primary schools of Chongwe district, Zambia. The research objectives were; to assess teachers’ knowledge of reading comprehension, ascertain primary school teachers of Chongwe district’s preparedness to teach reading comprehension and to establish the challenges primary school teachers of Chongwe district face when teaching reading comprehension. The study was situated within the constructivist paradigm and a descriptive research design was used. The research used qualitative methods of data collection. The study engaged a sample size of 21 participants, comprising 20 teachers and 1 senior education standard officer who were purposively selected from four primary schools. The data collected through focus group discussions and lesson observation was coded and the emerging themes were analysed. The findings showed that the teachers generally had knowledge of reading comprehension but did not teach in ways it ought to be taught. There was no correlation between what was confidently stated in the focus group discussion and what was observed in the classroom situation. Findings further revealed that teachers were generally ill-prepared to teach reading comprehension as evident from the lessons observed. Most of the teachers were not aware of the strategies in the teaching of reading comprehension and did not even apply them during their teaching. It was also revealed that teachers faced challenges when teaching reading comprehension. Some of the challenges highlighted included absenteeism, lack of parental involvement, lack of teaching and learning material and late coming. The study among other recommendations recommends regular monitoring of teachers by standards to help them teach according to standards. The study also recommends holding of continuous professional development programmes by teachers to remind themselves of new trends in teaching.
Key Words: Reading, Reading Comprehension, Reading strategies, Preparedness, Background knowledg
Exploring techniques employed by teachers to teach reading comprehension in grade ten in selected secondary schools in Chilanga district, Zambia.
Get PDFThesis of Master of Education in Literacy, Language and Applied Linguistics.This research explored the techniques teachers employ to teach reading comprehension in grade ten (10) in selected Secondary Schools in Chilanga District, Zambia. The objectives of the study were to: Assess the teachers’ knowledge of the concept of reading comprehension; explore the teachers’ classroom techniques they employ to teach reading comprehension and lastly, to establish the challenges they encounter in teaching reading comprehension.The research approach used in this study was a qualitative approach. The study used a descriptive research design. Data was collected from lesson observations, interviews and focus group discussions and was analyzed through identification of common themes from the participants’ descriptions and presentations of their experiences and knowledge about the subject matter. 29 participants were purposively selected from three secondary schools including SO, teachers and learners. The study revealed a shared understanding among participants, including the Standards Officer, Heads of Department, teachers and learners regarding the vital role of reading comprehension in vocabulary development, understanding complex concepts, and fostering critical thinking. Participants showed a nuanced grasp of reading comprehension as reading the passage, analyzing, understanding, interpreting, skimming, scanning, vocabulary and answering questions, recognizing its importance in assessing learners' reading levels. The study highlighted that participants displayed a more comprehensive awareness of techniques and activities for teaching reading comprehension. The study revealed that teachers employed diverse techniques such as; silent reading, discussions (pair work, group work and class discussion), reading aloud, presentations, individual work, retelling, brainstorming and question and-answer sessions. Three stages; pre-reading, while-reading, and post-reading were identified in teaching reading comprehension, aligning with established pedagogical models. These findings align with prior research, supporting the use of eclectic methods for a more effective and engaging learning experience. Finally, the study identified challenges such as; large numbers of learners, teacher unpreparedness, inadequate materials, learners’ inability to read, lack of interest in reading by learners, failure of learners to find meaning from the context and low English proficiency among learners. These challenges align with existing literature, emphasizing their universality in diverse educational contexts. Additional obstacles include socioeconomic disparities, the need for culturally relevant reading materials, and the impact of parental involvement on reading habits. The recommendations of the study based on the findings were; School administrators should prioritize resource allocation, ensure adequate teaching materials, address socioeconomic disparities, invest in professional development, and create a diverse school culture to overcome obstacles. These recommendations were aimed at improving the techniques in teaching reading comprehension in Zambia