Welcome to the University of Zambia Online Research Repository

This service, being maintained by the University Library, increases the visibility of UNZA's research; help reach a worldwide audience through exposure to search engines such as Google and begins the process of digitally preserving the University's intellectual output.

For further details about this Institutional Repository and open access please see University library website .

Photo by @inspiredimages
 

Communities in DSpace

Select a community to browse its collections.

Now showing 1 - 5 of 21

Recent Submissions

No Thumbnail Available
Item
A phenomenological examination of the experiences and perceptions of learners, teachers and other eductational stakeholders about the agricultural science curriculum in selected secondary schools of Lusaka district, Zambia.
(The University of Zambia, 2025) Munsaka, Mulenga Muchindu
Among the most effective ways of helping citizens acquire knowledge, skills, values, and attitudes is through education. Policymakers and administrators must recognize that education is the most reliable path to the sustainable development of any nation. In Zambia, the national goal of diversifying the country’s economy from mining to agriculture has been a persistent objective for several decades. Despite this, the Agricultural Science curriculum at the secondary education level remains an optional subject and thus not widely taught. It is a known fact that agriculture is one of the main sources of livelihood for most people in Zambia especially for those in rural areas who produce most of the food that is also dependent on by the urban population. However, implementing Agricultural Science as an optional subject may likely lead to what is aimed at in the nation in terms of providing more skills in agriculture to many citizens and diversifying the economy remain in speeches and not in practice. It is for this reason that this study was a phenomenological examination of the experiences and perceptions of learners, teachers and other educational stakeholders about the Agricultural Science curriculum in selected secondary schools of Lusaka so as to understand how national aims are being translated into practical ways in relation to agricultural science. The objectives were to: establish why Agricultural Science is not widely taught to learners in secondary schools, examine learners, teachers’, education administrators and parents’ perceptions and experiences about the teaching and learning of Agricultural Science in secondary schools and examine the availability of facilities, human resource, teaching and learning resources in schools for the implementation of Agricultural Science in secondary schools which all took place in Lusaka district. The researcher employed a phenomenological research design. Semi structured interview schedules and focus group discussion guide were used to collect data from teachers, learners, head teachers, parents and an Agricultural Science curriculum specialist. The sample size was 66, consisting of 36 learners, 11 teachers, 12 parents, 6 head teachers and 1 Agricultural Science curriculum specialist. Data was analyzed using the main themes that emerged from the research objectives in relation to related literature that was reviewed and the theoretical framework that guided the study. The findings of the study clearly showed that Agricultural Science curriculum cannot be implemented in all secondary schools because of the absence of various teaching and learning materials and the shortage of qualified teachers of the subject. The perceptions of the implementation of Agricultural Science from various participants were that the subject was not being effectively implemented. It was further revealed that due to lack of funding, there were insufficient teaching and learning resources for effective implementation of Agricultural Science. From this study, it was concluded that the implementation of Agricultural Science was not being effectively done in secondary schools of Lusaka district. It was thus recommended that the government of the Republic of Zambia and the Ministry of Education should give serious consideration to the recommendations of curriculum specialists based on the provision of teaching and learning resources to ensure that practical subjects such as Agricultural Science are effectively implemented. .
No Thumbnail Available
Item
An analysis of the instructional strategies used by teachers of english in selected secondary schools of Lusaka district of Zambia.
(The University of Zambia, 2025) Mubanga, Nonde Lukonde
This study examined instructional strategies employed by teachers of English language and the views of pupils and educators on the availability and utilization of instructional materials in secondary schools within Lusaka District, Zambia. Guided by the pedagogical theory and a qualitative phenomenological research design, the research aimed to capture the lived experiences and insights of teachers and learners regarding English language instruction. Data was collected using semi-structured interviews, lesson observations, and focus group discussions, enabling a detailed exploration of participants' perspectives. The study involved a sample of 378 participants, 5 head of departments, 15 teachers and 358 learners from five secondary schools in Lusaka district of Zambia. Random sampling was used to select the schools which provided an unbiased view. Purposeful sampling was used to select the pupils, teachers and head of departments who participated in the study. For teachers this was based on the teaching experience from 5 years and above, and for the pupils this study targeted grade 9 pupils. These methods were justified for their ability to maintain contextual richness and enhance the generalizability of findings across the district. Data analysis employed thematic content analysis to identify recurring themes and patterns, ensuring a comprehensive interpretation of participant responses. Findings revealed that teachers had limited understanding of the terms approach, method, and technique, often confusing them. A variety of instructional strategies used in schools include question and answer technique, demonstration, teacher exposition / lecture method, group discussion, pair work and ICT integration. However, English language instruction in Lusaka district relied heavily on traditional methods, particularly teacher exposition, due to factors such as class size, resource availability, and time constraints, though some interactive strategies were used. Pupils expressed a strong preference for interactive, learner centred -methods and strategies, such as group work aligning with the pedagogical theory that emphasize learning through experience. However, significant disparities in the availability of instructional materials were evident, with participants highlighting inadequacies that hindered effective teaching and learning. The above findings underscore the urgent need for improved access to instructional resources and broader adoption of interactive teaching approaches to enhance English language education in Zambian schools. Ethical considerations were rigorously upheld, including informed consent and participant confidentiality. This study contributes valuable insights to the ongoing discourse on improving the quality of English language instruction and addressing resource constraints in educational settings. Based on these findings, the study recommends enhancing instructional methods through professional development, improving resource provision, incorporating pupil preferences in teaching, ensuring equitable policy and resource allocation, and implementing monitoring and evaluation mechanisms.
No Thumbnail Available
Item
The role of Africans in the establishment and growth of the Seventh-day Adventist church in Zambia’s Luapula province from 1921 to 2021.
(The University of Zambia, 2025) Mwansa, George Chama
This qualitative study examined the contribution of Africans to the growth and development of the Seventh-day Adventist Church in Luapula Province, Zambia, over the period 1921 2021. The study documented the church’s history, explored the role of local Adventists, identified challenges faced, and extracted valuable lessons for future church growth. The study targeted Adventist Church leaders and members in Luapula Province’s districts. It used purposive and snowball sampling to select 57 participants. Data collection methods included interviews, focus group discussions, document analysis, and field observation. The study revealed that the SDA Church first established its presence in Luapula in September 1921 at Chimpempe near Kawambwa. In 1926, the Chimpempe mission station became the headquarters for the North-Eastern Rhodesia Mission Field, overseeing SDA churches in present day Luapula, Northern, Muchinga, and parts of Eastern Province (Mwami Mission and Chipata). This arrangement went on until 1943 when the Mission Field was absorbed into the Northern Rhodesia Field. In 1964, when Zambia gained independence, the Northern Rhodesia Field was renamed the Zambia Field. In July 1972, the Zambia Field was upgraded to a Union Mission, and divided into three mission fields: South, North, and West Zambia. The North Zambia Field, headquartered in Mansa, covered three provinces: Northern, Luapula, and Copperbelt. In 1988, the territory was reorganized, with Copperbelt Province being removed, leaving the North Zambia Field to cover only Northern and Luapula provinces. In 2006, the North Zambia Field was divided, with Luapula and Northern provinces becoming separate entities. Luapula was then renamed the Luapula Field. In 2016, the Luapula Field was upgraded to a Conference status, and became the Luapula Conference. Since 1972, the Conference has been managed by local Zambians except for a period (1972-1983) when White missionaries held the executive-secretary-treasurer position. The study found that local converts played a crucial role in establishing and growing the SDA Church in five key areas (Chienge, Luapula Valley, Mansa, Loshi and Chifunabuli. They contributed as lay evangelists, pastors, teacher-evangelists, and literature evangelists, driving the church’s growth through various soul-winning activities. The study also found that local converts faced numerous challenges as they shared their faith in their communities. These challenges included administrative issues such as disputes over office locations, inadequate financial and personnel resources, and the emergence of splinter movements. The study highlighted a number of key positive lessons from the SDA Church’s history in Luapula: Local business leaders played a crucial role in establishing and growing the church. Emphasizing Adventism as God’s true movement was essential. Strict adherence to Christian standards was vital for the church’s growth and development. The study recommends that the SDA Church in Luapula finds a permanent solution to its long-standing issue of self-sustainability, a challenge it has faced since its establishment in 1921. The SDA Church’s three key pillars (self-governance, self-support, and self propagation) are unstable, with self-support being the weakest link. While churches have been growing numerically, the number of pastors to nurture and shepherd the growing numbers, one hundred years later, remains very small.
No Thumbnail Available
Item
An examination of the teacher education programme at a university in Lusaka province, Zambia: a focus on education courses.
(The University of Zambia, 2025) Peunja, Sydney
This study was an examination of the teacher education programme at a university in Lusaka, Zambia, with the primary focus on the education courses offered. Guided by the human capital theory, the research objectives were to examine lecturers’ and students’ views on the teacher education courses offered, identify gaps in the education courses against occupational demands, and identify key courses to be added to the teacher education programme. The researcher in this study employed a qualitative case study design, utilizing semi-structured interviews and focus group discussions to collect data from 42 participants who comprised of 15 lecturers, 24 students, the Registrar Teaching Council of Zambia, Deputy Director-Teacher Education and Specialized Services and the School of Education Assistant Dean. Findings revealed gaps in the teacher education programme, including limited exposure to school experience. Another gap was that education courses prescribed as core courses by Ministry of Education Curriculum Framework such as Education Administration and Management, ICT, Curriculum Studies, Special and Inclusive Education, and Guidance and Counselling were being offered as elective courses. Therefore, conclusions were drawn that the aforementioned gaps may hinder the preparation of well-rounded, competent teachers who are capable of addressing the diverse needs of modern classrooms. Recommendations include a call for the institution understudy to increase the duration of teaching practice, as well as a call for student teachers to be exposed to the prescribed education courses so as to attain holistic teacher preparation. Also, there is need to conduct similar studies in other teacher preparation institutions not covered in this study.
No Thumbnail Available
Item
Impact of school feeding programme on children’s anthropometry and learning outcome in Chikwawa district - Malawi.
(The University of Zambia, 2024) Chavula, Kondwani
In order to improve school enrolment in Malawi, the government is implementing a School Feeding Programme (SFP) in public schools in Chikwawa, one of the worst hit Tropical Cyclone Freddy and Elnino towns in Malawi where thousands of people died and millions were displaced without food to eat. Despite well implemented School Feeding Programme, there remains a need to comprehensively assess the impact of the SFP on the anthropometry and learning outcome. Therefore, the study aimed at assessing the effects of the School Feeding Programme on school children’s nutritional status and learning outcomes. A Cross-sectional Quasi-experimental research design where one group of children who are beneficiaries of school meals in schools implementing SFP and another group of children in non-SFP was studied in Chikwawa District, Malawi. Two hundred and eight thousand (208) school learners who had been in the programme for 6 months or more were administered with child assessments using Zambian Child Assessment Tool (ZamCAT). Data variables were coded and entered on Statistical Package for Social Sciences (SPSS version 20), WHO anthro and STATA version 17. Data was analysed to generate descriptive statistics. Inferential statistics were also analysed using t-test and linear regression to determine significant differences and relationship between SFP and non-SFP schools. The results revealed significant relationships between anthropometry and learning outcome. At alpha 0.05, a strong positive relationship was found between MUAC and letter naming scores (R=0.046). The study also found that relationship existed between height for age and letter naming scores (R=0.037). Therefore, policies on SFP in early education and or primary education should be promoted to ensure that children attain normal nutrition status and develop optimally and holistically as they pursue their education. Future research should also be done on a large scale longitudinally to further evaluate the effect of SFP on school trajectories and the modification effect of socio-economic status. Keywords: Cognitive skills, Education, Malawi, Nutrition, School Feeding