The utilization of science kits in the learning of Grade 8-9 environmental science at selected basic schools in the kitwe district, Zambia
Date
2011-04-25
Authors
Changwe, Purity Beauty
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Abstract
The study was conducted in response to the pertinent need to provide Universal Basic Education (UBE) to pupils by 2015. The study was concerned with science kits and their use in the learning and teaching of environmental science. This was to establish whether or not the policy
pronouncement of providing 9 years of basic education to equip pupils with a solid academic and practical background in science was being fulfilled.
The purpose of the study was to investigate the utilization of Science Kits in the learning of grade 8 and 9 Environmental Science in basic schools of Zambia from the time they were introduced in 2003 to date. The objectives of the study were: to determine the availability (or not) of science kits in schools; to establish whether or not teachers used the science kits; to find out how science kits were used; to determine the contributions of science kits to the learning of
environmental science and to establish constraints and opportunities which teachers faced in using the science kits.
To achieve the above objectives the study addressed the following research questions: Were science kits available in selected Kitwe basic schools? Where available, were science teachers using the science kits? How were science kits being used? What had been the contribution of science kits to the learning of science? Lastly what were the constraints and opportunities which
teachers experienced in teaching science by way of the science kits?
The study employed a sample survey research design. The study sample comprised 101 subjects drawn from 8 upper basic schools. They comprised 85 pupils, 8 teachers and 10 stakeholders.
Research Instruments used were self-administered questionnaires.
Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) to generate tables of frequencies and percentages. The results of the study revealed that science kits were
hardly used in the learning and teaching of environmental science. The study also showed that pupils were not given opportunity to handle science kits. Although both stakeholders and
teachers indicated that science kits were available in schools, pupils did not seem to know of their availability in the researched schools.
Recommendations have been made to stakeholders, science teachers, educational administrators such as DRCC and PRCC and also to policy makers, which they might consider to improve the utilization of science kits in schools. Among the recommendations is the need for frequent
monitoring of use of the science kits in the learning and teaching of Environmental Science by the DRCC and PRCC as well as conducting workshops from time to time to assist new teachers gain professional competences I using the kits..
The study has also suggested areas of further research such as exploring the relationship between
grade nine science results and the presence of laboratories in basic schools; the relationship between headteacher qualifications and grade nine results and the replication of this study to
other districts/provinces to see if similar results would be obtained.
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Keywords
Science--study and teaching--Kitwe , Environmental sciences , Human ecology--study and teaching--Kitwe