The implementation of Computer Studies Curriculum in selected public primary schools in Ndola district of Zambia: Failure or success
Mulenga, Catrina, Lwaba
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The technological advancement all over the world has placed societies on a complex automated status where information and data flow freely in websites and other electronic medium. In order to move in pace with the rest of the world in the field of Information and Communication Technology, the Zambian government through Ministry of General Education introduced computer studies curriculum as a compulsory subject to grades 8 and 9 in junior and primary schools in 2014. However, its implementation has faced a number of challenges all over the country. The objective and purpose of this study was to investigate the implementation of the Computer Studies curriculum whether it has been a success or failure in Ndola District of Zambia. A descriptive survey design was used in this study. The target population was 9 public primary schools in the District. Purposive sampling techniques were used to select a study sample of 9 schools. In this study, 72 respondents were reached which included 9 head teachers, 18 computer studies teachers and 45 computer studies pupils. Purposive sampling technique was used to select the 9 head teachers, the 18 computer studies teachers and the 45 grade nine pupils. Interview schedule guides were used to obtain information from the Head teachers and computer studies teachers, while Focus Group Discussions were conducted to pupils. Observation Checklists and Document Analysis were also used. The researcher administered the interview guides and focus group discussions personally. The data collected was analyzed using descriptive statistics and presented in tables, charts and graphs. This study established that all the schools in the study sample had implemented computer studies curriculum though with a number of challenges. Inadequate funds to procure computers, their accessories and set up infrastructure such as computer laboratories, lack of trained computer teachers and inadequate books/materials were found to be the major challenges in the implementation process. The major issues were the examination performance in the subject and the levels of the teachers' exposure to computers as this affected the implementation of the subject. The findings of this study may likely be useful to the policy makers at the MoGE, Curriculum Development Centre and the Head teachers, teachers and pupils. It will aid in formulation of appropriate strategies to address the implementation of computer studies curriculum in Zambia. Based on the research findings, it can be concluded that the implementation of computer studies curriculum has been a failure in Ndola District. Further, basing on the findings, the researcher recommended that the government should provide grants to schools to procure more computers, their accessories and set up infrastructure such as computer laboratories. The MoGE should also recruit computer studies teachers in all public primary schools, organize regular seminars, workshops and Continuous Professional Development for teachers and further all Colleges of Education should incorporate ICTs in their curriculum.
University of Zambia
Master of Education in Educational Management