Factors contributing to excess use of the lecture method of teaching among high school teachers in selected schools of Kitwe and Kalulushi districts: lessons for educational administrators

Abstract

Concern has been raised about the overuse of the lecture method of teaching in schools. The study investigated factors contributing to excess use of the lecture method of teaching among high school teachers in selected high schools of Kitwe and Kalulushi districts in the Copperbelt Province of Zambia. The data was collected using questionnaires and interviews. The key respondents were pupils, teachers, Heads of department and Head Teachers. In addition to using questionnaires and interviews, inspection of some facilities was done to verify the information given by the respondents. Qualitative data was thematically analysed using the themes and sub-themes that emerged from the data. Quantitative data was processed electronically using SPSS that generated frequencies, percentages and tables. The findings from the study showed that teachers had been exposed to a variety of teaching methods during their initial teacher training. However, down the line as they practiced their career very few of those teaching methods were used. In most cases, teachers resorted to using the lecture method. This study revealed that the factors that contributed to that apathy include: large class sizes, wide syllabi, lack of/inadequate teaching/learning materials, low and demotivating participation of learners due to their background, college/university lecturers and missionary teachers manner of teaching, the need to prepare learners for examinations and tests, lack of supervision, need for teachers to control strictly the learners’ academic freedom and the fact that the older the teacher became in the teaching profession, the less one prepared for lessons. In view of the findings, recommendations were made. There was need to procure teaching/learning materials, formulate and implement policy on enrolment and enhance the pre- and in-service training for teachers. These recommendations were directed to educational administrators including policy makers and executives such as the Ministry of Education as a whole, and in particular Head teachers, teachers and teacher training institutions. From the study results it is expected that educational administrators will have some insight of the causes for the excess use of the lecture method in teaching so as to enable educational administrators effectively plan and implement remedial measures. There is nonetheless, still need for further research on the subject in order to get down to the bottom of the issue.