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Integrating education for sustainable development principles in teaching secondary school chemistry in Ndola district.
Full text linkThesis of Doctor of Philosophy in Science EducationChemistry cuts across various disciplines such Agriculture, Medicine, Energy, Mining and Manufacturing as such it is one of the key disciplines to equip
learners with knowledge, skills and attitudes to respond to Sustainable Development (SD) issues and consequently contribute to SD. Education for
sustainable development (ESD) is an important element of quality education as it envisages life-long approach to learning. Thus integration of SD issues in the curriculum and Education for Sustainable Development (ESD) is critical for equipping learners with knowledge, skills and values necessary to understand and respond to SD issues facing the world today. However, the use of ESD in chemistry education and how teaching might be organised remains unclear. Thus the purpose of the study was to establish how pedagogies used to teach senior secondary chemistry reflect education for sustainable development principles and the integration of the sustainable development issues in the chemistry curriculum in Zambia and consequently to propose a chemistry teaching model anchored on dimensions of ESD. The objectives of the study were to: assess chemistry teachers’ knowledge of Sustainable development issues; establish how the chemistry curriculum integrates sustainability issues; explore how the pedagogies used to teach chemistry reflect the ESD principles and this culminated into the development of a chemistry teaching model anchored on ESD. The study used a mixed method approach in which a sequential design was used. A sample of 79 chemistry teachers was drawn from selected secondary schools in Ndola district. The Assessment of Sustainability Knowledge (ASK) tool, document analysis, observation and focus group schedules were used to collect data. The findings showed that chemistry teachers’ knowledge of sustainability issues was adequate, about 56 out of 79 managed to obtain a 40% threshold. It was also noted that one of the chemistry curriculum general aims was anchored on ESD, however, there was a mismatch
between the aim and specific outcomes. The specific outcomes focused more on the acquisition of knowledge as opposed to transformational learning
outcomes. The curriculum contained various sub-topics that speak to SD issues. The pedagogies used were mostly teacher centred characterised by delivery of factual knowledge. In light of the findings, the study proposed and recommended the use of the chemistry teaching model underpinned by
expansive learning theory and ESD principles. The model has the potential to enhance teaching and learning of chemistry through the formulation of learning outcomes, creation of learning environments and use of pedagogy that focus on transformative learning and societal transformation. The curriculum developers should align the general aim that speaks to ESD with specific outcomes in order to clearly guide the teachers as they implement the curriculum. There is also need to build chemistry teachers’ capacity through continuous professional development (CPDs) so as to help them translate their knowledge on sustainable development issues into classroom decisions and actions.
Keywords: Education for sustainable development, Sustainable development, Chemistry, Curriculum, Pedagogie
A critical discourse analysis of grade 12 pupils’ poor performance in the english language examinations in selected districts of the Copperbelt province in Zambia.
Full text linkThesis of Doctor of Philosophy in Applied Linguistics.Performance in English Language has been a source of concern for a long time in Zambian secondary schools. The Examinations Council of Zambia reports from 2014 to 2021 have indicated that many learners perform poorly in English. For this reason, the study endeavoured to investigate the reason behind pupils’ poor performance in English. The research was directed by four objectives:(1) To analyse the quality of Grade 12 English examination questions; (2) To analyse the performance of Grade 12 pupils in English; (3) To examine teachers’ and pupils’ views of factors that contribute to Grade 12 pupils’ poor performance in English examinations; and (4) to suggest strategies that can be used to improve Grade 12 pupils’ performance in English. Rooted in an interpretivist framework and using a qualitative research, interviews, focus groups and document analysis were conducted to collect data. Data was collected from 8 Heads of Departments (2 females and 6 males), 24 teachers (14 females and 10 males), 13 administrators, 5 national examiners, 80 current pupils, 16 alumni, 16 parents, and 2 ECZ officials. The sample size was 164. Results regarding the quality of examination papers revealed both favourable and unfavourable viewpoints. While participants acknowledged that examinations were set by trained professionals, were syllabus-aligned, and tested critical thinking, concerns were raised over ambiguous wording, and limited awareness among stakeholders regarding examination standards. Performance analysis of 164,503 candidates over six years indicated that, 56,816 (G7- G9) pupils performed poorly, 58, 273 fell in G4-G6 category which was the average performance category and only 49, 414 fell in the high performance category (G1-G3) highlighting a discrepancy in achievement levels in the Copperbelt Province. Equally the eight schools that were sampled showed performance below average for the six year period reviewed. Insights from teachers and examiners revealed that pupils faced difficulties in grammar structures, composition writing, reading comprehension and summary writing because of a lack of practice, restricted vocabulary, and minimal exposure to reading materials. Contributing factors were divided into four categories: (1) teacher-related factors, encompassing absenteeism, low motivation, insufficient lesson preparation, incomplete syllabus coverage and inconsistent feedback; (2) School-related factors included over-enrolment, resource scarcity, inadequate monitoring, limited professional development opportunities; (3) Learner-related factors such as absenteeism, inability to read and write, informal language use, poor conduct, lack of parental involvement, lack of role models in community, long distance to school and (4) Policy-related factors, highlighted were the elimination of English as a mandatory passing subject at Grade 9 level, abolition of cut-off points at Grade 9
and flaws in the Re-Entry Policy (REP). To improve the English language proficiency and performance, the research suggested boosting teacher motivation, expanding infrastructure, employing additional teachers, enhancing monitoring, creating functional libraries in schools, and providing access to free online additional resources for literacy enhancement. Furthermore, it supports changes in policy, such as making English a mandatory passing subject again at every examination level and re-assessing the REP. The research is based on self-efficacy theory, expectancy theory and critical
discourse analysis theory providing a comprehensive insight into the difficulties faced by Grade 12 pupils in English. The results offer essential perspectives for educators, policy makers, and stakeholders aiming to enhance English language teaching with the view to improving English examination performance in Zambia.
Key words: Grade 12, examinations, poor performance, proficiency, quality, critical discourse, Copperbelt Provinc
Exploring trained caregivers’ perspectives on the transition and education of children with disabilities in community based child care centres in Mulanje district, Malawi.
Full text linkThesis of Master of Education in Early Childhood Care, Development and Education.The study aimed at exploring trained caregivers’ perspectives on transition and education for children with disabilities in CBCCs in Mulanje district, Malawi. The study was qualitative in nature utilizing purposive sampling to select sites and participants. Employing a phenomenological design, classroom observations and in-depth interviews were conducted with nine (9) participants. These included four (4) trained caregivers, four (4) parents/guardians of children with disabilities and one (1) District Social Welfare Officer. Data were collected using both semi-structured interview and non-participant observation guides and later, analysis was done thematically. The study revealed the benefits of transition of children with disabilities from home into CBCCs as follows: Opportunity for interaction with the new environment; promotion of rights for children with disabilities; promotes collaboration and trust between parents and the CBCC caregivers; and creates relationship bond between children with disabilities and caregivers. Further, the study found that trained CBCC caregivers were using inclusive strategies in their teaching and learning for children with disabilities. These included group play-based learning; differentiated learning instructions; and supported play-based learning. Besides the benefits, transition was associated with the following challenges: Negative perceptions of parents towards the trained caregivers; unrealistic expectations from parents/guardians of children with disabilities and lack of community support. Furthermore, the study revealed a few challenges associated with the teaching and learning for children with disabilities in the CBCCs which included lack of specialised knowledge and skills among caregivers; lack of suitable learning and assistive materials; poor learning infrastructure; and unrealistic expectations from parents. The study concluded that without
specialised knowledge and skills among trained CBCC caregivers, smooth transition of children with disabilities and their education experiences in CBCCs would not be achieved. In order to address the challenges, the study recommended the review of the ECD policy, curriculum and the
training manual to ensure that CBCC caregivers receive specialized training in that aligns with both the national disability standards
Secondary school teachers’ mathematical knowledge for teaching quadratic equations: a case of three secondary schools in Katete district.
Full text linkThesis of Doctor of Philosophy in Mathematics Education.In the last three decades, there has been a growing interest on how teachers utilise the specialised knowledge for mathematical knowledge in classroom instruction. This study was an inquiry focusing on mathematical knowledge for teaching quadratic equations. The study was a qualitative and sought to answer the following three (3) research questions: (1) What subject matter knowledge did the three mathematicsteachers possess when teaching quadratic equations? (2) What strategies did the three mathematics teacher use in teaching quadratic equations? and (3) How did the three mathematics teachers’ address pupils’ errors and misconceptions when teaching quadratic equations..?.Data were collected using questionnaires, pre-lesson interviews, lesson observations and post-lesson interviews. Thematic analysis was used to analyse the data according to the components identified in the study and these were were subject matter knowledge, knowledge of pedagogy, and knowledge of learner conceptions.The findings of the study revealed that the three teachers had adequate knowledge of the subject matter but was limited to procedural knowledge. Secondary school mathematics teachers’ ability to make appropriate connections among mathematical concepts to generate different solutions and representations for problems, to address learner difficulties and misconceptions effectively and choose appropriate teaching strategies were heavily dependent on the depth and breadth of their subject matter knowledge. All three participants used a similar teaching approach to overcome learners’ difficulties and misconceptions such as going through the examples given. The study recommends that teaching instruction should address both procedural and conceptual knowledge as they complement each other for effective lesson delivery. The study contributes to an emerging study of MKT by consolidating the importance of the three components identified in the study namely: subject matter knowledge, pedagogical knowledge and the knowledge of learner conceptions in the teaching of quadratic equations.
Keywords: Mathematical knowledge for teaching, subject matter knowledge, pedagogy, procedural knowledge, conceptual knowledg
An examination of the teacher education programme at a university in Lusaka province, Zambia: a focus on education courses.
Full text linkThesis of Master of Education in Curriculum StudiesThis study was an examination of the teacher education programme at a university in Lusaka, Zambia, with the primary focus on the education courses offered. Guided by the human capital theory, the research objectives were to examine lecturers’ and students’ views on the teacher education courses offered, identify gaps in the education courses against occupational demands, and identify key courses to be added to the teacher education programme. The researcher in this study employed a qualitative case study design, utilizing semi-structured interviews and focus group discussions to collect data from 42 participants who comprised of 15 lecturers, 24 students, the Registrar Teaching Council of Zambia, Deputy Director-Teacher Education and Specialized Services and the School of Education Assistant Dean. Findings revealed gaps in the teacher education programme, including limited exposure to school experience. Another gap was that
education courses prescribed as core courses by Ministry of Education Curriculum Framework such as Education Administration and Management, ICT, Curriculum Studies, Special and Inclusive Education, and Guidance and Counselling were being offered as elective courses. Therefore, conclusions were drawn that the aforementioned gaps may hinder the preparation of well-rounded, competent teachers who are capable of addressing the diverse needs of modern classrooms. Recommendations include a call for the institution understudy to increase the duration of teaching practice, as well as a call for student teachers to be exposed to the prescribed education courses so as to attain holistic teacher preparation. Also, there is need to conduct similar studies in other teacher preparation institutions not covered in this study
Exploring challenges of disabled people in accessing emergency medical services in Gaborone, Botswana.
Full text linkThesis of Master of Science Degree in Emergency and Trauma Nursing.Access and use of Emergency Medical Services by disabled people has been declining, and this has been attributed in part to poor implementation of the World Health Organization Global Disability Action Plan. This is mainly due to a lack of knowledge by Policymakers about the total health needs of disabled people, a lack of political will from government officials, and a lack of interest among healthcare workers. In Botswana, EMS offers out-of-hospital or pre-hospital emergency medical and trauma services to the general public for free to attain equitable healthcare services by the Government of Botswana. However, statistics showed that the number of people living with disability accessing EMS had been declining over time, and there has been an increase in preventable morbidity, mortality, and self-referrals to hospitals. The study explored challenges experienced by disabled people in accessing Emergency Medical Services in Gaborone, Botswana. The study employed a qualitative descriptive phenomenology method. Participants were selected using purposive sampling from those registered in the Home-Based Care Program. Data was collected using in-depth interviews, and saturation was reached after interviewing 7 participants. Data was transcribed verbatim and analyzed thematically using the 6 steps of the thematic analysis model to produce patterns or themes and sub-themes. The study yielded three main themes that is, social exclusion, fragmented information, and policy application challenges. A wide range of subthemes was also established. Some participants felt discriminated against, while others reported inadequate and fragmented information about the Emergency Medical Services. Some participants also had self-stigma and felt stigmatized. They also reported no confidence in EMS officers. The challenges of disabled people in accessing Emergency Medical Services are diverse and therefore warrant collaborative efforts by policy makers, EMS officers, the affected group (disabled people) and other relevant stakeholders to overcome them and ensure equitable healthcare service provision at all times.
Key words: Challenges, Disabled people, Emergency Medical Service
An investigation into the integration of ICTs in teaching and learning mathematics at the primary school level in selected schools of Pemba district, Southern province.
Full text linkTHesis of Master of Education in Primary Education.The study investigated the integration of Information and Communication Technology (ICT) in the teaching and learning of primary Mathematics in selected schools of Pemba District, Southern Province. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study aimed to identify available ICT teaching and learning materials for Mathematics, examine how ICTs are utilized in Mathematics instruction, and investigate challenges teachers face in integrating ICT into Mathematics teaching. The study employed a qualitative approach using a case study design. Purposive sampling was used to select participants, including one District Education Board Secretary (DEBS) representative, eight administrators (Headteachers, Deputy Headteachers, or Senior Teachers), and 24 Mathematics teachers. Data collection methods included interview
guides, one-on-one questionnaires, and lesson observations (8 lessons). Findings revealed that ICT integration in Mathematics instruction was limited due to the low availability of ICT teaching and learning materials. Apart from Interactive Radio Instruction (IRI) radios and Let’s Read tablets, schools had inadequate technological resources. Additionally, poor technical and physical infrastructure further constrained ICT adoption. While teachers demonstrated strong Content Knowledge (CK) and Pedagogical Knowledge (PK), their Technological Knowledge (TK) and Technological Content Knowledge (TCK) were insufficient, hindering effective ICT integration in Mathematics teaching. The study recommends that the Ministry of
Education should provide continuous professional development training for teachers on ICT integration in Mathematics instruction. Additionally, the government and stakeholders should invest in equipping schools with essential ICT tools such as interactive boards, Mathematics-related educational games, and software applications tailored to Mathematics content. Moreover, sustained technical support and infrastructure maintenance should be prioritized to enhance ICT use in Mathematics education
Enhancing online learning in higher education institutions in Zambia: an evaluation of the measures put in place by the Government of Zambia, internet service providers and higher learning institutions.
Full text linkArticleThe study investigated the innovative strategies for enhancing online learning in higher education institutions in Zambia. The objectives of the study were; to establish measures the Government of Zambia has put in place to ensure fast, accessible and affordable internet service in all higher learning institutions, to investigate what Internet Service Providers were doing to enhance internet connectivity in higher learning institutions for the benefit of all learners and educators; and to evaluate the support which higher learning institutions offered to educators and learners involved in online learning in Zambia. The study was guided by the Constructivist Learning Theory and Social Cognitive Theory. The researcher employed a pragmatism paradigm and a descriptive research design. The sample was made up of 180 educators who were purposely selected from four universities. Additionally, 4 Directors of Distance Education in charge of Online Learning in the four universities, 1 ICT Director from the Ministry of Technology and Science and 1 ICT engineer from the Internet Service Provider in the selected universities were also purposely selected. Four research instruments were used to collect data; a questionnaire which was used to collect quantitative data from educators and three interview guides which were used to collect qualitative data. Semi-structured interviews were conducted to validate the constructs and to create new items where need arose. Qualitative data was analysed thematically, while descriptive statistics were used to analyse quantitative data. The findings of the study showed significant steps taken by the Government of Zambia to enhance online learning such as introduction of 5G technology, connection of Zambia to satellite internet via Star Link, and mandating and funding of ZAMREN to provide cheaper and quality internet connectivity. Furthermore, the study showed efforts made by Internet Service providers to enhance online learning in higher education institutions in
Zambia through provision of learning management systems such as zoom and Big Blue Button for free. Additionally, the study revealed that educators were generally satisfied with the computer expertise they acquired from the trainings conducted by the respective universities, but were not satisfied with the resources and the ICT support provided. Generally, educators had a negative perception of the online learning pedagogy. In view of the findings, the study recommends development of a regulation framework of online learning by the Government of Zambia through Ministry of Education and introduction of mandatory ICT training courses for both learners and educators in the training curriculum by Higher Learning Institutions
Bacterial contamination levels in fresh fish fillets sold in Lusaka district, Zambia.
Full text linkThesis of Master of Science in Food Safety and Risk Analysis.Zambia has seen rapid growth in aquaculture, with fish increasingly becoming a source of emerging bacterial zoonotic diseases. This cross-sectional study assessed the levels of bacterial contamination in 132 fresh fish fillets, consisting of 69 hake and 63 tilapia sold in Lusaka District, Zambia, addressing the research gap in local fish contamination and antimicrobial resistance. The isolates were identified using their morphological
characteristics and conventional biochemical tests. The antibiotic susceptibility of selected bacteria was determined by the Kirby–Bauer disc diffusion method. Total viable count (TVC) and faecal coliform presence revealed that 31% of the samples exceeded the TVC limit, and 45% exhibited faecal coliforms. While hake fillets had no faecal contamination, 93% of tilapia fillets were contaminated, with only four samples testing negative for faecal coliforms. Escherichia coli was the predominant bacterium (53.8%), followed by Klebsiella pneumoniae (46.2%), and other species such as Vibrio
parahaemolyticus and Staphylococcus aureus. Antimicrobial susceptibility testing (AST) revealed chloramphenicol’s broad-spectrum efficacy against most bacteria, while penicillin resistance was noted in Staphylococcus and Serratia species. Ciprofloxacin and doxycycline were mostly effective, though one E. coli strain showed resistance. The high levels of contamination, especially in tilapia fillets, pose significant health risks, particularly to vulnerable populations such as children, the elderly, and immunocompromised individuals. While the exact quantity required for negative health
effects varies based on bacterial load and individual susceptibility, ingestion of contaminated fish could lead to gastrointestinal illness or more severe outcomes. The study highlights the need for better farming practices, improved food safety standards, and stricter regulatory enforcement to mitigate microbial contamination in fish products. Public awareness on proper fish handling and cooking is also crucial to minimize health risks
Investigating project issue factors as causes of construction contract terminations: the case of Ghana.
Full text linkJournal articleThis study aims to investigate and analyse the project issue factors (PIF) contributing to construction contract terminations within Ghana's construction industry. By identifying and understanding these key factors, the study seeks to provide valuable insights for stakeholders to improve project success rates, minimise disruptions, and foster sustainable growth in the sector. The research adopted a quantitative re-search approach, utilising techniques such as exploratory factor analysis (EFA) and structural equation modelling (SEM) to analyse data collected from 315 construction industry professionals in Ghana. A combination of purposive and random sampling techniques was em-ployed to ensure a diverse and representative sample, considering participants' qualifications, experience, specialisations, and employment sectors. The study's findings revealed significant project issue factors (PIF) that contribute to construction contract terminations in Ghana. Top-ranking factors include contractor refusal to work with engineer instructions, construction time delays, failure to remedy defective works, and unsuitable materials on structures. The study underscores the importance of addressing these factors through enhanced communication, robust project management practices, quality control measures, and continuous professional development. The study’s methodology and comprehensive analysis add value to the literature as it contributes to the existing body of knowledge by focusing specifically on the Ghana’s construction industryand providing empirical insights into the factors driving construction contract terminations. The recommendations have practical implications for industry stakeholders, policymakers, and professionals, guiding them in implementing strategies to mitigate project issue factors (PIF) and improve overall project outcomes, thereby fostering a conducive environment for sustainable growth in Ghana’s construction industry.Keywords:Construction Contract Terminations; Ghana’s Construction Industry; Project Issues; SEM; AMOS