• Login
    View Item 
    •   UNZA Repository Home
    • Theses and Dissertations
    • Education
    • View Item
    •   UNZA Repository Home
    • Theses and Dissertations
    • Education
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Implementation of outcomes-based education principles in the teaching of integers in selected secondary schools in Mkushi district

    Thumbnail
    View/Open
    Main Document.pdf (3.190Mb)
    Date
    2020
    Author
    Spiwe, Tafeni
    Type
    Thesis
    Language
    en
    Metadata
    Show full item record

    Abstract
    Outcomes-based education (OBE) has been practiced in Zambia since 2013. It involves directing all efforts of an education system on what is crucial for all learners to succeed after the learning experience. The Ministry in charge of education in Zambia outlined four principles to guide educators on how to implement OBE. These include; clarity of focus, reflective designing, high expectations and expanded opportunities. When OBE was introduced in the Zambian education system, mathematics syllabi were revised to suit the needs of OBE. Studies have shown the implementation processes of OBE in different disciplines. However, little is known on the implementation of OBE in mathematics and specifically in the teaching of integers. This investigation sought to contribute to the knowledge gap on how teachers of mathematics adhere OBE principle in the teaching of integers, the problems experienced during the teaching of integers and the solutions to the problems experienced. A case study using a qualitative approach was used. Two schools and four regular teachers of mathematics were purposively selected for participation. Data was collected through semi-structured interviews, lesson observations, focus group discussions and document analysis. Data was analysed thematically. The findings of the study revealed that teachers of mathematics could not demonstrate any knowledge on the outcomes of education in Zambia and also outcomes of mathematics at Grade 8 level. Teachers used learner centered methods and gave formative assessments on integers to their learners. However, the teachers did not engage learners with challenging tasks on integers. Teachers could not use real-life examples in the teaching of integers. The study further established that there was inadequate school infrastructure such as desks to support the learning of integers. It further revealed that the school administrators should purchase required materials for teaching integers. Therefore, it is recommended that, school based continuous professional development activities could be strengthened on how OBE principles should be integrated in the process of teaching integers. Keywords: Implementation, Outcomes-based education, Curriculum, outcomes, integers
    URI
    http://dspace.unza.zm/handle/123456789/6897
    Subject
    Competency based education--Zambia
    School improvement programs--Zambia
    Outcomes-based education
    Description
    Thesis
    Collections
    • Education [814]

    DSpace software copyright © 2002-2016  DuraSpace
    UNZA homepage | UNZA Library | Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of UNZA RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2016  DuraSpace
    UNZA homepage | UNZA Library | Contact Us | Send Feedback
    Theme by 
    Atmire NV