Application of individualized attention by teachers to grade 5 learners in classrooms in selected Primary Schools in Mpongwe District, Zambia
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The study sought to determine the extent and manner in which teachers provided individual attention to learners in classrooms in selected primary schools in Mpongwe District in Zambia. The objectives that guided the study were to; determine whether teachers provided individual attention to learners in classrooms, ascertain the extent to which pupils were involved in the classrooms and assess the methods teachers used in addressing individual needs of learners. A descriptive research design was employed in which both qualitative and quantitative methods were used to collect data. Simple random and purposive sampling methods were used to select the sample. Questionnaires, interviews and Focus Group Discussions were used to collect data. Thematic analysis was used to analyse qualitative data and quantitative data was analysed through the use of Microsoft Excel in order to generate frequencies, tables, percentages and graphs. Based on the findings, the study concluded that most of the respondents indicated that teachers did not provide learners with individualized attention in classrooms during lessons. Concerning the extent to which learners were involved in the learning process, the following were cited; teachers targeted the same pupils whose names were called, cooperative learning or group work were conducted but not monitored effectively, class exercises were given but not marked in classroom for immediate feedback. The remedial work was only offered to few pupils; sometimes revision work was conducted in a hurry at the end of the lesson and all the work was done by the teachers. Questions asked during discussion were not tailored to individual learners‟ needs, very few individuals were involved to read to the whole class as the majority were involved in unison reading and role play was also conducted with few learners in participation. On the methods teachers used to address individual needs of learners in classrooms, the study found that teachers were confined to lecture and demonstration methods. The use of these methods was largely attributed to among other things, overcrowded classrooms, poor staffing levels, limited time, inadequate teaching and learning materials and inadequate infrastructure. Arising from the said, the Zambian government through universities and colleges of education should ensure that teachers are equipped with knowledge and strategies that promote individualized attention.
The University of Zambia
- Education