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    Classroom practices of teachers of biology in selected secondary schools in Luapula province of Zambia.
    (The University of Zambia, 2020) Kasama, Kalumba
    The purpose of the study was to explore instructional practices of teachers of biology in selected secondary schools in Luapula Province of Zambia. These schools have recorded low pass rates in School Certificate Examinations in biology for some time now. This is despite several initiatives undertaken by the Government of Zambia to improve the quality of Science and Mathematics education. The following objectives guided the study: to establish the skillfulness of biology teachers’ lesson preparation; to determine how teachers of biology conduct their lessons; to determine the extent to which the classroom physical environment is organised for teaching and learning of Biology. Vygotsky’s social constructivist theory guided the study. The study employed a descriptive survey design and a qualitative approach. The data collection methods employed were: lesson observations, self-administered questionnaires, document analysis and focus group discussions. The study population comprised three secondary schools and led to the study of 3 heads of departments, 12 teachers of biology and 77 Grade 12 pupils. The participating schools and the respondents were drawn in the study by purposive sampling. However, the grade 12 pupils who participated in the focus group discussions were selected by simple random sampling. The study established that teachers were inconsistent in the use of curriculum materials – schemes and records of work and lesson plans, and mostly used teacher centred teaching strategies. The study further established that the classroom physical environments were not adequately organised to facilitate effective teaching/learning. The study makes the following recommendations: The Science Departments of the schools understudy should be preparing schemes of work for the next term in the last two weeks of the ending term so that the HoD can easily monitor progress of the work. They should end their tradition of preparing schemes during the holidays. School administrators should make effort to acquire more ICT facilities and to facilitate integration of ICT in teaching and learning. Teachers in the current study should take responsibility of their professional growth and read widely on curriculum materials and keep abreast with modern trends in pedagogy. The schools in the current study should incorporate learners in creating favourable and active classroom environments.
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    Learners’ problem-solving processes in calculus at grade 12 level: a case study of selected secondary schools in Lusaka district, Zambia.
    (The University of Zambia, 2019) Zulu, Julius
    Poor essential workings in Mathematics is an attribute of poor problem solving processes. The study explored learners’ problem solving processes in Calculus at Grade 12 level. Calculus was introduced when the curriculum was revised in 2013 and involves basic differentiation and integration at this level. The study sought to establish Grade 12 learners’ problem solving processes in Calculus, identify the challenges Grade 12 learners’ encounter in solving Calculus problems, and determine strategies teachers and learners would suggest to improve problem solving-skills in Calculus. Twenty learners and two teachers at two secondary schools in the Lusaka district of Lusaka province, Zambia, participated. A qualitative study approach, which followed a descriptive case study design, was used. Data was collected using lesson observations, focus group discussions, and semi-structured interviews. Video and audio recordings were used to capture observations and interviews, respectively, in their totality. Thematic analysis was used to analyse data. The four principles of problem solving by Polya namely, understanding the problem, devising a plan, executing the plan and looking back guided the analysis. Although learners’ read, re-read and wrote Calculus functions before solving, they experienced difficulties in underlining key important words; writing calculus formulas; simplifying Calculus problems; applying appropriate Calculus formulas; and had no reflective skills during and after solving Calculus problems. The challenges included failure to: substitute 𝑓(𝑥+ℎ) and 𝑓(𝑥) when working from first principles, cite Calculus notations, cite the correct formula when working from first principles, and apply appropriate basic Mathematical concepts. Moreover, learners had challenges with understanding the language of Calculus, and teachers’ teaching approaches. In view of these findings, it was recommended that teachers should use problem solving approaches which assist learners in identifying key words in the problem, devising Calculus formulas, monitoring each step during solving and looking back after solving. Applications of basic concepts in earlier grades should also be consolidated and revised on an on-going basis. It was further recommended that teachers should focus on the development of the formulas and introduce Calculus symbols in early grades while learners should practise basic concepts to enhance understanding of Calculus.
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    Perceptions of teachers on integrating of art and design in the teaching and learning of mathematics at lower primary school level in Chipata district.
    (The University of Zambia, 2019) Phiri, Harrison
    The purpose of the study was to establish teachers’ perceptions on whether integrating art and design at lower primary level could help improve learner performance in mathematics. A descriptive survey research design was used in the study. The sample comprised 84 participants, 4 lecturers from a public College of Education in Chipata; 30 primary school teachers. The study was conducted in 10 primary schools. In total 50 primary schools pupils were involved in the study. Simple random technique was used to select a sample of teachers. A non-probability sampling procedure known as purposive sampling technique was used to select lecturers. Group interview and questionnaires were used to collect information from the respondents. Data was analysed using content analysis, a procedure for the categorisation of verbal or behavioural data, for purposes of classification and summarisation. Out of the 34 teachers and lectures involved, the study revealed that 30 respondents representing (88.2%) had positive views towards the integration of art and design in the teaching and learning of mathematics. These respondents felt integrating art and design in the teaching of mathematics at the lower levels of education could motivate and encourage learners to enjoy mathematics. The other 4 participants representing (11.8%) of the participants also had different views on the subject. The study revealed that there were less play and practical activities in classes. Classrooms were void of teaching aids and objects which enhance learning at this level. Integration of art and design in the teaching of mathematics was very minimal. This also resulted in the use of inappropriate teaching methods which were mostly void of play activities suitable for the lower primary level. The study recommends that art integration into mathematics should start with primary colleges of education where teachers are trained. Teachers should be equipped with artistic skill in the production and use of teaching aids right from the college. The findings of the study suggest that the foundation of the learners at lower level of education was compromised as teachers did not have the right attitude in integrating art in the teaching of mathematics.
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    Effectiveness of “mit-meio” video instructions in learning and memory retention of grade twelve cell- division at Naboye secondary school in Kafue.
    (The University of Zambia, 2019) Ng`ambi, Kate Eggrey
    Technology ranges from the basic notion of tools, to systems which employ or exploit it. Some common examples of technology include videos, simulations, virtual and remote laboratories, games and tablet computing. Though some of these can be useful in the learning of O-level biology topics that are challenging, in Zambia less research has been done to investigate their effectiveness. Therefore, this study investigated the effectiveness of the Mit-Meio video instructions in learning of O-level cell division and memory retention. The study sought to determine the difference in performance between learners who use the Mit-Meio video enhanced instructions and those who do not, determine the difference in the memory retention between learners who use the Mit-Meio video enhanced instructions and those who do not and also establish learners’ perceptions on Mit-Meio video enhanced instructions. It employed a mixed methods approach and the sequential explanatory design where quantitative data was collected by pre-testing the learners prior to the introduction of content on cell division topic and post-testing them after administering the treatment (Mit-Meio video) on the topic. A focus group discussion and observation schedule were used to collect qualitative data on perceptions of learners on the Mit-Meio video enhanced instructions. Analysis of quantitative data was done by comparing the means generated using the statistical package for social sciences (SPSS) and normalizing learning gains of the experimental and control groups. Inferential statistics (t-tests) were used to determine if there was a statistical significant difference in performance between the two groups. Qualitative data from the focus group discussion and observation schedule were analysed using qualitative content analysis by grouping data into categories or themes that emerged. The findings revealed a statistically significant difference in performance between the groups and an overwhelming interest in pupils to continue the use of video instructions in addition to the normal way of learning. The study recommended that, in order to overcome the difficulties and make the learning of cell division more effective, learning through the use of visual materials like the Mit-Meio as a supplement to traditional instruction should be encouraged and videos given to learners so that they can watch and comprehend the content.
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    Parents’ perception towards the teaching of comprehensive sexuality education in secondary schools in Zambia: a case of Kalomo district.
    (The University of Zambia, 2019) Kadonsi, Kaziya
    The study investigated the perception of parents towards the teaching of comprehensive sexuality education among secondary school pupils in Kalomo District. The objectives of the study were to; investigate parents’ perceptions towards the teaching of comprehensive sexuality education among secondary school pupils, find out the aspects of comprehensive sexuality education parents want included in the school curriculum, establish the factors that are responsible for the parents’ perceptions over the teaching of sexuality education and to find out who parents think should provide sexuality education to pupils in secondary schools in Kalomo District. A total sample of 15 parents was drawn from three communities in Kalomo where sexuality education is being taught. Data was collected through semi-structured interviews. The data was analysed, coded and grouped according to emerging themes. The themes that emerged from the first objective were CSE improves the knowledge of the students, it provides life skills to the students, and sexuality education should be fitted in the Zambian cultural context. Other themes that emerged include inappropriateness of CSE in Zambian societies, sexuality education corrupts the morals of children, inappropriate age of children learn sexuality education, and that sexuality education violates the cultural traditions and values. The themes that emerged from the second objective were: puberty, birth control methods and abstinence, sexual transmitted diseases, the teaching of condoms, homosexuality and masturbation in schools. The themes that emerged from the third objective were: SE is a private matter, influence of culture towards sexuality, religious influence on sexuality and the inappropriate age of children learning sexuality education. The themes generated from the fourth objective were: teachers, family as a source of knowledge, and teaching CSE is a collective responsibility. The study revealed that the majority of the parents supported the teaching of comprehensive sexuality education because SE provides knowledge of development and life skills that the young people need to face challenges of this modern world. However, the parents were concerned with fitting of SE in the Zambian cultural context. The results showed that, although parents supported the inclusion of a wide range of topics in the CSE curriculum, they objected to the inclusion of some topics such as condom use, methods of abortion, homosexuality and masturbation. The factors that emerged in the study to influence the perception of parents towards the teaching of sexuality education include culture and cultural beliefs, religious beliefs, sexual experimental ideologies, ignorance of parent on matters of sexuality, and the appropriate age of children learning sexuality education. The study revealed that the teaching of sexuality education is everyone’s responsibility. The teaching of sexuality should be inclusive, and involve every adult member of the community. Parents indicated that sexuality education is the responsibility of everyone who has a vested interest in the education received by children in schools and as such should be shared equally by all concerned, parents, communities and schools. Based on the findings, the following recommendations were made; government should make sure that sexuality education is domesticated to the Zambian culture, government to ensure that parents are sensitized on issues of sexuality so that they could as well participate in teaching CSE to their children, government to train religious leaders and the parents on matters of sexuality, and government to develop a policy that will encourage the church, the parents and all the stake holders to work together with schools in teaching sexuality education.