Primary Education

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    An investigation into teacher perceptions on school readiness assessment in Choma district, Zambia.
    (2025-05) Phiri, Sylvia
    This study aimed to investigate teachers’ perceptions on school readiness assessment practices in Choma District primary schools. Using a qualitative approach and a case design, data were generated through interviews and focus group discussions with 20 participants, including ECE teachers and school managers. The study employed purposive sampling technique to select the sample size. Expert purposive sampling was employed to select ECE teachers. For school managers, homogenous sampling technique was used. The findings revealed that ECE teachers primarily relied on basic assessment tools such as the observation, which was deemed insufficient for effectively evaluating school readiness. Assessment practices across the district lacked consistency, as they were largely dependent on teacher-created methods. Limited training on advanced assessment techniques further hindered comprehensive evaluations of learners. Teachers also faced significant challenges, including resource shortages, overcrowded classrooms, inadequate classroom space, insufficient teaching and learning materials, limited parental involvement, and a lack of professional development opportunities. The study concluded that there is an urgent need for the introduction of more structured and specialized assessment tools, as well as increased support for teachers through resources and professional development programmes, to improve school readiness evaluations. In addition, schools could foster stronger communication with parents and the community to encourage greater involvement in their children’s education. Further studies could also investigate the role of parental involvement in enhancing school readiness in ECE classrooms, examining strategies to effectively engage parents in supporting their children's early learning at home and school.
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    Investigating teacher experiences in integrating indigenous songs for play-based learning in early childhood education centres : a case study of Ndola district, Zambia.
    (2025) Mpandashulu, Mulenga
    Integrating indigenous songs into play-based learning combines hands-on experiential learning with the rich cultural heritage of traditional music, creating a culturally relevant and impactful synergy. This study investigates teacher experiences on the integration of indigenous songs for play-based learning in early childhood education (ECE) settings in Ndola District, Zambia. Recognised for their role in preserving cultural identity, indigenous songs also foster children’s cognitive, moral, and social development. Through non-participant observations, semi-structured interviews with educators and administrators, and focus group discussions with parents, this research examines how indigenous songs are utilised in teaching practices. Findings reveal that teachers incorporate indigenous songs across various subjects, including literacy, numeracy, and expressive arts. These songs serve as effective tools for teaching phonics, counting, and vocabulary while instilling cultural values such as respect and honesty. Specific examples include the song “Ashintilile” for phonics and “Imbwili imo, paishila naimbi Imbwili” for counting, alongside culturally significant songs like “Ciminine” and “Wimona mamba panuma,” which emphasises respect for elders. Despite these advantages, challenges remain, including limited resources, lack of access to songbooks, and inadequate teacher training. Educators frequently rely on improvised materials and community support. To enhance the use of indigenous songs in ECE, it is crucial to address these challenges through improved resource allocation, targeted training, and curriculum development. Key recommendations include the creation of resource books, professional development programs, and partnerships with community elders.
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    Experiences of girls in physical education activities in selected secondary schools in Mongu district, Zambia.
    (2015) Imanga, Mwambwa
    Concerns about gender and girls’ participation in physical education worldwide has reached a peak.Worldwide,the importance of girls’ learning of Physical Education has been recognized (Beutler,(2008),David,2012). Based on this, the study sought to investigate experiences of learners (girls) in Physical Education in three selected secondary schools of Mongu District. The objectives of the study were to: explore experiences of learners (girls) in Physical Education, establish the benefits of Physical Education to girls and ascertain challenges faced by teachers and learners in the teaching and learning of Physical Education in Mongu District. A sample of 9 teachers and 30 learners (girls) was purposively drawn from three secondary schools in Mongu District. Descriptive phenomenological research design was utilised. Data was collected through face-to-face interviews, focus group discussions, and non-participant observation. Data was anlysed using interpretative phenomenological analysis (IPA). The study found that teachers’ and learners’ experiences in Physical Education were good and interesting because it positively empowered them with various long life physical skills such as sporting. The study also revealed benefits of Physical Education to teachers and learners (girls) such as creation of some recreation opportunities, provision of an interactive and socialization atmosphere, enhancing of communication skills, encouraging and shaping of career employment aspiration, improvement of health well-being, and learning affective domain, development of selfiesteem and confidence and improvement of academic performance. Furthermore, the study revealed that teachers and learners (girls) faced some challenges in Physical Education such as lack of teaching and learning equipment, lack of modern school physical facilities, lack of trained personnel, and negative attitudes from stakeholders like parents, and the Government, with the latter offering insufficient funding or not at all. Others are inadequate time, overcrowding of classes and lack of local role models in schools. In view of the foregoing, the study recommended more sensitization campaigns through the holding of educative workshops in the teaching and learning of Physical Education, purchasing of relevant teaching and learning materials, incorporating the teaching and learning of Physical Education for teachers at University and college levels in order to enable them fully utilise available, Physical Education facilities in schools, empowering schools with funds to purchase the much needed modern and well equipped school Physical Education resource bank.
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    Challenges faced in teaching science to pupils with visual impairment : a case study of Phatlogo primary school in Francistown, Botswana.
    (2025) Chabongwa, Kgomotso
    This study examined the challenges and methods associated with teaching science to visually impaired learner. The objectives of this study were to establish the methods used in teaching science to the visually impaired pupils for the completion of the science school curriculum, identify challenges teachers face when teaching science to learners with visual impairment aswell as determine solutions to the challenges faced by teachers when teaching science to visually impaired learners. The study was qualitative in nature and used a case study design. The research involved 22 teachers and 6 visually impaired learners from grades 5 and 6. Purposive sampling was used to select teachers of visually impaired learners. Data from the teachers was collected using semi-structured questionnaires, interviews and observations. The data was analysed thematically which involved coding and catergorazing data to generate themes which were descriptively presented. The themes are supported by direct quotations from participants. To maintain anonymity, participants were identified using codes. The major indentified grouped in to themes identified include classroom size/ workloads, material resources, attitudes of learners, teaching methods, curriculum adaptation, professional development, teaching strategies, school support system, strategies for a more inclusive science education. Teachers reported that large class sizes hinder personalized support for visually impaired learners, while the scarcity of specialized materials limits hands-on learning experiences. Negative learner attitudes towards science, exacerbated by a lack of inclusive teaching methods, further challenge educational outcomes. The study underscores the need for better resource allocation, teacher training in inclusive strategies, and development of adaptive materials to improve science education for visually impaired learners.
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    Exploring parental involvement in supporting play based learning in selected early childhood education centres in Kitwe, Zambia.
    (2025) Muyangali, Muyangali
    Parental involvement is positively associated with greater wellbeing of children in their earlier ages for the sake of educational success. The aim of this study was to explore the nature of parental involvement in supporting Play Based Learning (PBL) in Early Childhood Education. The study was guided by the following objectives, to establish the nature of parental involvement in supporting PBL, examine the perceptions of parents regarding their involvement in PBL and to establish strategies used to strengthen PI in supporting PBL in ECE settings. The study implored a qualitative approach and used case study design to have an insight on PI in supporting PBL. Data for the study was collected through semi-structured interviews with 12 parents whose children are in ECE and 3 focus group discussions with teachers teaching at ECE in Kitwe District. Particularly Zonal schools were purposefully selected for the study. Parents were selected from the same schools whose children attended ECE in the Zonal schools. The data collected was analysed thematically. Findings revealed that parents predominantly engaged with their children in PBL activities at home rather than at school. Parental activities at home include providing resources such as building blocks, toys, and engaging in games. While many parents actively support their children’s play and learning, challenges were observed, including limited knowledge of play-based learning (PBL) practices, such as how to effectively engage children and selecting activities that align with school-based learning as well as cultural dynamics, such as discomfort with a male parent engaging in play with a daughter. In contrast, school engagement by parents was minimal, often limited to obligatory activities such as attending meetings and open days. The study emphasises on the transformative impact of parental involvement in PBL, fostering holistic child development, strengthening family bonds, and creating a nurturing learning environment that bridges the home and school. It highlights the importance of strengthening communication, providing educational resources, and addressing systemic challenges to foster effective parental involvement in PBL. Recommendations included capacity-building workshops, home-school activity alignment, and increased investments in PBL resources.