Teachers’ perception of the effectiveness of composition teaching strategies used at grade twelve (12) levels with particular reference to public secondary schools in Monze district, Zambia

Abstract

This study explored teacher perception of the effectiveness of English composition teaching strategies used at grade twelve level with particular reference to two public secondary schools in Monze District of Southern province. This was accomplished through the study objectives which were: establishing teacher perception of the effectiveness of composition teaching strategies in using the teaching materials; finding out teacher perception of the feedback comments, as strategies teachers gives to the learners in composition work and establishing teacher perception of the inclusion of composition teaching strategies in Capacity Professional Development Studies (CPDs). The study was based on Jerome Brunner (1975) and Vygotsky (1978) theoretical framework of scaffolding. The duo promoted the idea of teaching, especially, the role of teachers and others in supporting learners’ development and supporting structures to get to that next level. The study employed the qualitative research design and data collection was done through lesson observations, interviews, Focus Group Discussion (FDG)s and document analysis. Data analysis was done thematically using the phenomenological protocol to ensure trustworthiness and credibility, through member checking and triangulation. The sample size consisted of twelve teachers from two selected secondary schools, two heads of department and one chief examiner for English paper one final examinations. Purposive and criterion sampling techniques were engaged in the selection of the participants. The study revealed that most teachers did not adequately teach composition using the prescribed teaching strategies. This scenario was caused by: (a) lack of teaching materials with appropriate strategies, (b) lack of knowledge in the teaching of composition among teachers especially from the private colleges. (c) Lack of effective feedback given to learners and (d) lack of CPDs programme in composition teaching strategies. The study recommended the following: teachers should have the in-service workshops conducted at zonal level, be resourceful enough in using strategies that can benefit learners in composition teaching, give not only effective feedback to learners but also conduct remedial teaching in composition where possible and finally, increase composition teaching activities in both the classroom and CPD programmes to equip teachers to teach composition effectively and not just giving topics to learners to write a story on as if it is testing. Key words: Teacher perception, composition teaching, strategies, public secondary