Application of the constructivist methods of teaching-learning through the use of information and communication technologies(ICTs)in Zambian Schools: A case of three Secondary Schools in Lusaka

Abstract

The government educational policy in Zambia has been supportive of the use of ICT-mediated constructivist methods at all levels of education. However, little is known about the ways these learner-centred methods are applied and their benefits to the pupils in secondary schools. This study was conducted with the purpose to establish the various ways teachers use the ICT- mediated methodologies to involve pupils in the teaching-learning process, the way teachers perceive these methods and how they benefit pupils as well as the challenges faced by the teachers over the practice. The case study design, qualitative and quantitative methods were used in this study. The sample of 72 pupils and 9 teachers was drawn from 3 secondary schools in Lusaka Province. The semi-structured interview schedule, questionnaire and focus group discussion guide were used to collect data. The study established that various ICT facilities, including computers and Internet were used to apply methods such as peer teaching, free and directed research by pupils, both individually and in groups. Teachers were found to appreciate these methods as being more efficient, effective, active, participatory and socially interactive. The methods were found to help pupils understand the taught content faster and easily due to high interest and motivation they provide. They are even judged to develop pupils’ social skills and the sense of responsibility. However, difficulties such as higher cost of the facilities, higher pupils-computer ratio, lack of teacher training in using these facilities and methods as well as lack of the facilities in the classrooms are still affecting the practice. It was therefore recommended that for the general better application of the ICT-based constructivist learning methods among other suggestions, more ICTs should be provided to the schools and their use followed up; courses aiming at training the teachers on how to apply ICT-based constructivist methods should be introduced in higher institutions of education and more teacher training workshops should be organised from national to school levels, in order to equip teachers with skills allowing them to implement the ICT-mediated constructivist methods. New research areas such as the correlation between the use of ICT-based methods and academic performance, investigation into secondary teachers’ preparedness for using ICT-based constructivist methods should be explored