Lesson study approach in Religious Education: A case of selected Secondary Schools in Kabwe Districts of Zambia
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The strengthening of Mathematics, Science and Technology Education (SMASTE) in secondary schools in Zambia was in response to the poor performance in Mathematics and Science and was meant to improve teaching and learning activities in the classroom. The programme was implemented in central province in 2006 as SMASTE/CPD. By 2011, the focus of the programme was extended to all subject areas including Religious Education and was made available to all serving teachers in the country. The ASEI, through PDSI approach in SMASTE, was meant to improve dissemination of knowledge to the learner. The purpose of this study was to establish the effectiveness of the Lesson Study Approach in Religious Education. The descriptive research design was employed and the target population was Religious Education Heads of section, teachers and learners in Kabwe district. The sample constituted of fifty nine participants from three selected secondary schools in Kabwe district comprising three heads of section, twenty teachers and thirty six learners. Data was collected from Heads of section through interviews which were conducted with the aid of an interview guide. Using a focus group guide, data was collected from teachers and learners using focus group discussion. Class observations were also conducted using observation checklist. The data was analysed using content analysis for descriptive results. The findings of the study showed that the Lesson Study Approach, which is learner centered in nature has been loosely implemented by Religious Education teachers who applied it occasionally in their daily lessons. However teachers with a more positive attitude towards the Lesson Study Approach tended to apply it regularly in their daily lessons yielding good results. The researcher recommends that the MoGE should involve teachers in the revision of curriculum to ensure careful selection of content and concepts to be taught for life-long learning advocated for in the Lesson Study Approach. MoGE, through Curriculum Development Center and schools should consider using continuous assessment rather than summative tests and examinations in Religious Education. Additionally, the MoGE should address the many obstacles encountered by teachers in the implementation process. Challenges like inadequate teaching and learning materials, inadequate classroom space, over-enrollment and heavy workloads. Future research with a wider sample should be considered in other social science subjects.
The University of Zambia
SubjectLearner Centered Approach
Religious Education-Teaching Methods
- Education