Pupils' and teachers' perseptions of learner-centred methodologies in the teaching and learning of History: case of selected High Schools in Mongu District of Western Zambia

Abstract

The study aimed at getting pupils’ and teachers’ perception of learner-centred methodologies in the teaching and learning of history in selected schools in Mongu district, Western Province of Zambia. Objectives of the study were to determine the extent to which learner-centred methods were used in the teaching and learning of history, to establish pupils’ and teachers’ perceptions of the learner-centred methods in history and to identify which learner-centred methods were mostly preferred by teachers and pupils.A descriptive design was used in this research. Qualitative and quantitative methods of collecting data were used in the study. The study population consisted of all grade 12 pupils who took history and teachers who taught history in high schools in Mongu district. The sample comprised 100 grade 12 pupils who took history, and 20 teachers who taught history from the four selected high schools in Mongu district. In selecting participants of the study, purposive sampling and stratified sampling techniques were used. Data was collected using Likert scale questionnaires, focus group discussion guides and semi-structured interview schedules. To ensure validity of the findings, qualitative data from focus group discussions and semi-structured interviews was analysed using thematic analysis while quantitative data from Likert scale questionnaires was analysed using the Statistical Package for Social Sciences (SPSS). Data was then presented in form of graphs, tables and statistical figures so as to give meanings to the findings. Findings of the study showed that teachers did not frequently use learner-centred methods during the teaching and learning process of history. Results also indicated that learners were interested in learner-centred methods. Findings also revealed that the most preferred learner-centred methods by both pupils and teachers were: class discussion, field trips, debate, discovery learning, brainstorming, role play and drama. Based on the findings, the study recommended that government should fund learner-centred methods such as field trips and projects.