The University of Zambia Journals
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Exploring Presence of Interactivity in Distance Education Instructional Materials Using the Community of Inquiry Model at Four Universities in Zambia
Get PDFOne of the perennial challenges distance education practitioners face borders on ‘how’ to foster quality interactivity within the learning instructional materials as a means to effective learning process. Thus, this article explores the presence of interactivity in instructional materials for undergraduate distance education learners from four universities using the Community of Inquiry mode in Zambia. The article rides on a non-obtrusive research approach to interrogate eight peer reviewed modules used by distance education learners for more than two years. Within the continuum of interactivity, the findings show a heavy presence of student-content while student-facilitator and student-student forms of interactions are conspicuously missing. Equally, there is more emphasis on cognitive presence while the social and teacher presences are missing. Such a state of affairs explain why distance education learners appear to be disengaged in the learning process since the instructional materials are not anchored on sound pedagogical distance education principles. This is a precursor to academic failure unknowingly induced by the three universities on unsuspecting learners. The challenge highlighted points to limited quality instructional designers of open and distance education materials in the three universities. To this extent, we recommend a tailor-made capacity building in the pedagogy of open and distance learning particularly the community of inquiry among others for all learning facilitators engaged in distance education
FAMILIAR LANGUAGE VERSUS MOTHER TONGUE : An Analysis of the Implications of the Current Language of Instruction Policy in Zambia
Get PDFThis article examines the implications of the shifts in the language of instruction (LoI) in Zambian schools. Fifty years after independence, Zambia is still faced with language policy problems. In 2013, the Ministry of Education, Science and Vocational Training offloaded a new curriculum in which the LoI in Grades 1 to 4 is a familiar language. Many studies support teaching and learning through a mother tongue but the implications of a familiar LoI have not yet been analysed. This article blends history, published research findings and a survey of the views of teachers of Grades 1 to 4 teaching in a familiar language. The challenges facing the implementation of such a policy are in no way different from those faced when this policy was first attempted prior to 1977. The article recommends a more inclusive approach to the implementation of the LoI policy in order to achieve the Sustainable Development Goal Number 4 on education by 2030
Eponymic Place Names in Zambia: A Critical Toponymies Perspective
Get PDFThis study examines eponymic place names in Zambia, specifically focusing
on names of international airports and national stadia. Names of these
features have been selected for study because in 2011, they had been
subjected to changes. The study brings out the doubled nature of this name
change by the Patriotic Front regime: to commemorate Zambia’s heroes
and to entrench their political stamina. To successfully bring out the double
edged nature of place name change by the Patriotic Front regime, the
study engages Critical Toponymies Theory, a theory which considers place
names as social artefacts which are caught up in a web of social conflict,
implicating them as key players in (re)producing unequal socio-political
power balance, an aspect which can be viewed as a social problem. The
study argues that names of key national places or features in Zambia,
banal and mundane as they may appear, are implicated in formulating and
perpetuating social classes and power imbalance in the country because
they are agents that promote the ideologies, aspirations and worldview of
the ruling elites
Prevalence and Associated Risk Factors of Anaemia in Children Aged Six Months to Fifteen-Years Admitted to University Teaching Hospital, Lusaka, Zambia
Get PDFAnaemia is a public health problem globally affecting 293.1 million children and 28.5% of these children are in the sub Saharan Africa. The aim of this study was to determine the prevalence of anaemia and the associated risk factors of anaemia in children aged 6 months to 15 years admitted to the University Teaching Hospital. There have been no studies done at University Teaching Hospital to establish the burden of anaemia in children.
A cross sectional study was conducted from July 2016 to December 2016. 351 children were recruited through convenient sampling methods. Data collection sheet was used to collect socio demographic and anthropometry data. The prevalence, associated risk factors of anaemia, and morphological types of anaemia were determined after blood investigations were done. Data analysis was done using SPSS version 21.0. The association between predictors and outcome variables were measured by using by logistic regression and bivariate analysis. Ethical permission was obtained, consent from parents/guardians was taken and confidentiality was maintained.
A total of 351 children were studied. The mean age was 3 years (IOR 2-7 years). 45.9% were females and 54.1% were males (P=0.12). The mean cell volume was 74. 5fL.Malnourised children were 37.9% among those who were anaemic as compared to 33.7% in the non-anaemic group.7.4% children had positive malaria by rapid diagnostic test (RDT). 23.8% had a positive sickling test. The prevalence of anaemia was 161/351 (45.9%). Mild, moderate, severe anaemia was 47/161(29%), 86/161(53%) and 28/161(17%) respectively. The age group 6 months to 5 years was the most affected with 59% mildly, 69.8% moderately and 71.4% severely anaemic. On bivariate analysis malnutrition, HIV, malaria, age and sex were not associated with anaemia and there was no statistical difference. Logistic regression analysis revealed that presence of haemoglobin S was the only risk factor independently strongly associated with Anaemia (CI-0.2-0.7), p value-0.001.
Anaemia is a health problem at University Teaching hospital and the under-five age group is the most affected. Predictors of mild, moderate and severe anaemia is sickle cell disease. Therefore, improving on early screening of sickle cell disease and investigating the role of iron deficiency anaemia are some of the strategies to be advocated
Authorship and the Allocation of Credit
Get PDFAuthorship should be allocated only to those who have made a contribution to the article. The first author is the one who has made the most contribution
Reproductive Biology of Mouth-Brooding Tilapiines in the Kafue Flood plains
Get PDFInvasive alien species have become a serious threat to the biodiversity of ecosystems of the world. Globally, the threat to biodiversity due to invasive species is considered second only to habitat loss. Invasive species are thus a serious impediment to conservation and sustainable use of global, regional and local biodiversity. This study concentrated on the reproductive biology of the Oreochromis species in the Kafue Floodplains, which is part of the Kafue River stretching from Itezhi-tezhi to the Kafue Gorge. Specific objectives for this study were to compare reproductive strategies i.e. egg size and Gonadosomatic Indices of the introduced Oreochromis niloticus and the local breams, Oreochromis andersonii and Oreochromis macrochir. Oreochromis niloticus is an invasive species that has been reported to cause a reduction in abundance of fish which are closely related to it due to its highly competitive nature. In this study, the egg sizes were noted as longest in Oreochromis niloticus measuring 1.825 ± 0.1892mm followed by Oreochromis andersonii with 1.696 ± 0.3117mm and Oreochromis macrochir had the smallest, which measured 1.4483 ± 0.777mm. The Gonadosomatic Index was highest in Oreochromis niloticus at 1.034 ± 0.0816 followed by Oreochromis macrochir with 0.918 ± 0.1332 and Oreochromis andersonii with 0.783 ± 0.0107. In all three species, the females had a higher Gonadosomatic Index than the males and the fish in the ripe gonad maturity stage also showed a higher Gonadosomatic Index value than the other stages. Though only six months of data were collected for Gonadosomatic Indices, distinct spawning peaks for all three species were noted as November and January for Oreochromis andersonii, October and December for Oreochromis macrochir and November through December and March for Oreochromis niloticus. From the results, it can therefore be concluded that larger egg sizes and high Gonadosomatic Index of Oreochromis niloticus compared to the other mouth-brooding tilapiines, Oreochromis andersonii and Oreochromis macrochir contribute significantly in giving it a competitive advantage. It is therefore recommended that the introduction of Oreochromis niloticus into the Zambian river systems be revised based on the findings from this study
Understanding Dyslexia in the Mainstream Classroom: Voices of 8th Grade Learners at Sihole Combined School in Kalabo District
Get PDFDyslexia, a reading disability is one of the disorders with a greater prevalence among all learning disorders (Sako, 2016) that affects academic performance. Since reading is critical to learning all subjects, a disability in reading is likely to frustrate learning at all levels. For learners with dyslexia, the condition does not only affect their academic performance but also their ability to interact with peers. While many studies have been conducted on the prevalence of learning disabilities and dyslexia specifically, the experiences of learners with dyslexia learning in the mainstream classroom have not been explored particularly at Sihole Combined School in Kalabo- Western Province of Zambia. This study explored the experiences of learners living with dyslexia in the mainstream classroom at Sihole Combined School in Kalabo district. A qualitative approach was adopted to study the experiences of Eleven (11) participants comprising Eight (8) grade 8 learners and three (3) teachers purposively selected to share their experiences. The findings revealed that learners with dyslexia suffered ridicule from both their peers and teachers when they failed to read. This affected their participation in classroom activities that involved reading. The study also further revealed that grade eight teachers at Sihole Combined School in Kalabo district had minimal knowledge about signs of dyslexia among pupils in their classes. There is need to sensitise learners on learning disabilities and educate teachers on dyslexia so that they can identify and offer support services to learners with dyslexia
READING AND WRITING BRAILLE GRADE 2: CONCEPTUAL UNDERSTANDING AND EXPERIENCES OF GRADE 4 LEARNERS WITH VISUAL IMPAIRMENTS IN NDOLA
Get PDFThis paper presents findings of a study conducted to assess the conceptual understanding and experiences of grade 4 learners with visual impairments in reading and writing braille grade 2. The study was conducted in 2019 at a selected school for learners with visual impairments on the Copper belt province of Zambia, involved ten (10) participants comprising eight (8) learners and two (2) teachers selected purposively. The objectives were to establish learners’ ability to read and write braille grade 2, identify the nature of reading and writing difficulties concerning braille grade 2 and to assess the common reading and writing difficulties among grade 4 learners with visual impairment at the school. Three research instruments were used to generate qualitative data for the study. These were reading and writing assessment activities for learners, Focus Group Discussion Guide for learners and an In-Depth Interview Guide for the teachers. Data were analysed according to themes that emerged from the data but guided by the general research objectives. The findings were that some learners had the ability to read and write braille grade 2 competently while others were struggling. Failure resulted mainly from lack of early intervention, inadequate teaching and learning resources; and inadequate practice of reading and writing braille grade 2. It was recommended to teachers and the school for learners with visual impairments that they should introduce learners with blindness to braille early enough and provide intensive practice in Grade 2 Braille
Traditional Ecological Knowledge and Sustainable Practices among the Lozi-speaking people of Zambia
Get PDFThere is a growing international recognition that Traditional Ecological Knowledge (TEK) can be a useful source of information to complement modern scientific knowledge (MSK) in the management of natural resources. The aim of this study was to investigate the scope of TEK and their sustainable practices among the Lozi-speaking people of Zambia. Qualitative data were collected through interviews with local people in the Barotse floodplains around Mongu town and were analysed through a thematic approach. The study found that TEK among the Lozi-speaking people is very common and widely used. It includes taboos, myths and restrictions associated with the sustainable use of natural resources. From the findings of this study, we recommend that to complement modern scientific knowledge (MSK) in the realisation of sustainable natural resource management, greater attention needs to be paid to the vast amounts of TEK possessed by the Lozi-speaking communities.There is a growing international recognition that Traditional Ecological Knowledge (TEK) can be a useful source of information to complement modern scientific knowledge (MSK) in the management of natural resources. The aim of this study was to investigate the scope of TEK and their sustainable practices among the Lozi-speaking people of Zambia. Qualitative data were collected through interviews with local people in the Barotse floodplains around Mongu town and were analysed through a thematic approach. The study found that TEK among the Lozi-speaking people is very common and widely used. It includes taboos, myths and restrictions associated with the sustainable use of natural resources. From the findings of this study, we recommend that to complement modern scientific knowledge (MSK) in the realisation of sustainable natural resource management, greater attention needs to be paid to the vast amounts of TEK possessed by the Lozi-speaking communities
Factors Affecting the Application of the Text Based Integrated Approach in the Teaching of English in Zambia
Get PDFEnglish language is a compulsory subject in Zambia from Grades Five to Grade Twelve. Therefore, it is vital that learners are equipped with the necessary skills to improve their communicative competence. The purpose of this study was to establish the factors affecting the application of the Text Based Integrated Approach which is one of the recommended methods to teach English. The study employed a qualitative design and used face to face interviews as a data collection technique. A sample of 54 respondents comprising 45 qualified teachers of English language and nine Heads of Departments participated in the study. The data were analyzed thematically. The findings revealed a number of factors such as lack of teaching materials, poor learners’ foundation in English language, low reading levels and lack of pupils’ self-motivation to learn. Arising from the findings, the study recommends reformation of teacher education programmes and CPDs in order to build the capacity of teachers in the application of the Text Based Integrated Approach