Education

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Browsing Education by Subject "Academic achievement--Zambia"

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    The effects of social interaction on intellectually disabled pupils and their non-disabled peers in some mainstream schools in Lusaka-Zambia
    (The University of Zambia, 2015) Samanenga, Womba
    The purpose of this study was to establish the effects of social interaction on the pupils with intellectual disabilities and their non-disabled peers. The objectives of the study were to: establish the effects of interaction of children with disabilities and their peers in the mainstream; identify the challenges faced by the intellectually disabled pupils when interacting with non-disabled peers in the mainstream and to identify benefits of social interaction between intellectually disabled pupils and their non-disabled counter parts. Respondents were purposively sampled from units which were in the mainstream schools and from mainstream peers. Questionnaires were used to obtain information from special teachers and focus group discussions to obtain data from the intellectually disabled and their mainstream peers. The study used qualitative method of data collection and analysis. The content analysis was used to analyse qualitative data and there after the codes were made. The study revealed that although the intellectually disabled pupils interacted with their non-disabled peers in mainstream, they faced a lot of challenges which included non-acceptance by their non-disabled peers, name calling, teasing, bullying and belittling. The study also showed that, the intellectually disabled pupils had mood swings, speech, mobility and personal hygiene problems. Therefore, this study concluded that the interaction of intellectually disabled pupils and non-disabled pupils in the mainstream schools in Zambia is still in its infant stage and there is much more to be done. Arising from the findings of the study, the following recommendations were made; 1) The Ministry of General Education should collaborate with other Ministries such as the Ministry of Health in order for professionals like speech therapists and physiotherapists to be available in schools to help children with speech problems and mobility issues which made to be rejected by their peer from mainstream. 2) Schools should develop more extra-curricular activities (games) which would make intellectually disabled pupils have more interaction with non-disabled peers at school.
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    Pupils'perception towards grade retention and it's effects on academic perfomance in selected grant-aided secondary schools in central province,Zambia
    (The University of Zambia, 2015) Phiri, William
    ABSTRACT The purpose of the study was to establish pupils’ perceptions towards grade retention and its effects on academic performance in selected grant-aided secondary schools in Central province of Zambia. The study used a case study research design which combined qualitative and quantitative techniques of data collection and analysis. The target population comprised all pupils, guidance and counselling teachers and deputy head teachers from selected grant-aided secondary schools. The data were collected through questionnaires, interview schedules and analysis of pupil’s progress record cards. Qualitative data were analysed thematically through identification of themes that emerged from data. The Statistical Package for Social Sciences (SPSS 20.0) was used to generate descriptive statistics such as frequencies, percentages or tables The study revealed that most of the pupils in grant-aided secondary schools perceive grade retention as something that is good. The positive perception can mainly be attributed to the high levels of awareness among pupils about the existence of the policy, parental involvement and vigorous counselling programmes among other factors. The findings also showed that the policy has positive effects on pupils’ academic performance because in most instances, it has caused their academic performances to improve. The study further revealed that these schools have successfully implemented the policy of grade retention. Based on the findings, the following recommendations emerged: 1. School authorities should encourage teachers to enhance studying of pupils in mixed ability-groups as a strategy to foster sharing of knowledge. 2. Teachers should offer individualised attention to pupils earmarked for grade retention so that they can improve their academic performance. 3. Schools should introduce weekend learning so as to help those pupils who have been earmarked for grade retention. 4. Extra time should be provided by the school authorities at the end of the school terms especially terms 1 and 2 to those pupils whose academic performance shows weakness during the term. 5. Grant-aided secondary schools should promote the use of ICTs to help pupils improve in their academic performance thereby getting rid of grade retention. 6. Grant-aided secondary schools should implement grade retention policy in conformity with the Examination Council of Zambia policy on examination numbers.