Educational Psychology, Sociology and Special Education
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- ItemExperiences of teachers and pupils on e-learning prepardness in selected urban schools of Lusaka district, Zambia: an interpretive phenomenological study.(International Journal of Advanced Multidisciplinary Research and Studies, 2024-07-25) Mphande, Fumbani, Kalisto, Kalimaposo Phiri, Chidongo, Tembo, Pilira, Mwale, MasausoThe study focused on the experiences of teachers and pupils on e-learning preparedness in selected urban schools of Lusaka anchored on interpretive phenomenological perspective. The aim of the study was to explore the experiences of teachers and pupils on e-learning and establish the measures put in place on e-learning preparedness in the selected schools of Lusaka urban. The study used an interpretive phenomenological theoretical framework based on discussions and reflections on direct sensory observations and experiences of the learners. The starting point for using interpretive phenomenology in this research was our ability to approach this research without knowing a priori assumptions. Phenomenological theoretical framing has been used as a broad and loose name for various analyses that have emphasized experiences, interpretations, narratives, and discourse based on the phenomenological orientation of social science philosophy. Methodologically, employed a qualitative approach particularly in analyzing data. To do so, the study took a total sample size of 25 participants such as 10 pupils, 9 ICT teachers, 2 Head Teachers, 2 specialists from the Curriculum Development Centre (CDC) equaling to the total of 25 participants. Technically, the researchers used purposive sampling, specifically homogenous sampling to select head teachers, pupils, and curriculum experts. Data was collected using detailed Interview Guide, focus group discussion and observation Checklist on the preparedness of e-learning in selected schools of Lusaka, district in Zambia. Further, data was analysed using thematic analysis where major themes were drawn and coded. Based on the study findings it is evident to note the teacher’s experiences and challenges of e-learning preparedness were due to the lack of ICT infrastructure, lack of trained ICT teachers, Poor network connectivity, lack of acceptance to new technology, electricity load shedding and the lack of parental involvement in e-learning programmes. Further, on usage, the study revealed that pupils did not know how to use the e- learning platforms, and mostly there is inadequate skills and knowledge of eLearning software to both teachers and learners. The study postulates the strategies on e-learning preparedness that should include training of Trainers of ICT, Building ICT infrastructure, and ensuring that ICT is a compulsory subject from primary to secondary schools. Additionally, a continuous Professional Development for all teachers on e-learning, monitoring and evaluating of e- learning assessments and feedback should be encouraged in all schools. The study recommended the forgoing to authorities in the education sector for sustainability, as case studies and best practices, digital literacy and pedagogical approach applicable in Zambia.
- ItemPerceived factors affecting the management of epileptic attacks among learners in a selected school in Livingstone, Zambia.(Isagoge, 2021-05) Delphine Mweemba, Joseph Mandyata & Kenneth Kapalu MuzataThis was a qualitative study of learners with epilepsy. This study investigated the management practices involving learners with epilepsy in one selected school. The objectives of the study were to examine the existing practices in the management of epilepsy among learners in one selected regular school and to establish the challenges teachers face in the management of epilepsy in school. A qualitative case study design was used. The sample comprised 32 participants; 7 teachers, 5 parents, 5 learners with epilepsy and 15 learners without epilepsy. Data were collected through interviews and focus group discussions. Participants were selected through use of purposive sampling technique. Analysis of data was done thematically. The study revealed that the most common management practice used by most participants was making sure that learners with epilepsy adhered to medication prescribed by doctors; and making sure that learners with epilepsy are placed in a safe positions during seizure attacks. Among other findings, parents felt they were not fully educated on how to manage the children when under attack. Further, beliefs and myths about epilepsy still had a toll on the provision of services to learners with epilepsy. The study recommends that there should be a deliberate policy to orient and train stakeholders on the management of learners with epilepsy in schools and local communities. Efforts should be made to provide basic materials and equipment to use in the management of epileptic conditions in study schools. Schools, nearby clinics and hospitals build collaboration on the management of learners with epilepsy in institutions of learning.
- ItemBarriers and facilitators to academic performance of learners with hearing impairments in Zambia: a review of literature.(Journal of Educational Research on Children, Parents & teachers, 2021-04) Brighton Kumatongo and Kenneth Kapalu MuzataThis paper is a literature review and discussion of the barriers and facilitators of academic performance for learners with hearing impairments in Zambia. This review is necessary to put into perspective factors that may affect the attainment of sustainable development goals particularly goal number 4 on inclusiveness, equity, and lifelong learning. Learners with hearing impairments experience various learning barriers in Zambian schools. Education for learners with hearing impairments in mainstream institutions requires educators to put in place measures that can facilitate learning and academic performance. Adaptation of curriculum, effective use of assistive technology, and use of appropriate modes of communication are some of the prerequisites to the good academic performance of deaf students. In this article, we shall focus on some of the facilitators to the academic performance of learners with hearing impairments.
- ItemStatus of Zambia’s inclusive Education through the lenses of teachers.(AJOTE, 2021) Kenneth Kapalu Muzata, Francis Simui, Dikeledi Mahlo & Phydes Ng’uniThis study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zambia and Chalimbana University. Findings indicated that Zambia practices partial inclusion in which only the mild and moderate learners with disabilities are included in classrooms. Inclusive education is understood by teachers in the context of disability and teachers reported that they did not receive adequate support to implement inclusive education effectively. It is recommended that the Government of the Republic of Zambia through the Ministry of General Education should focus on training teachers in inclusive education and its methodologies to meet the learning needs of learners from different circumstances.
- ItemStatus of Zambia’s inclusive education through the lenses of teachers.(AJOTE, 2021) Kenneth Kapalu Muzata, Francis Simui, Dikeledi Mahlo & Phydes Ng’uniThis study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zambia and Chalimbana University. Findings indicated that Zambia practices partial inclusion in which only the mild and moderate learners with disabilities are included in classrooms. Inclusive education is understood by teachers in the context of disability and teachers reported that they did not receive adequate support to implement inclusive education effectively. It is recommended that the Government of the Republic of Zambia through the Ministry of General Education should focus on training teachers in inclusive education and its methodologies to meet the learning needs of learners from different circumstances.