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- ItemMathematics teachers’ pedagogical practices for learners’ proficiency in algebraic concepts: a case of selected secondary schools in Livingstone district, Zambia.(The University of Zambia, 2020) Malubila, StanslousThis was a qualitative case study which investigated mathematics teachers’ pedagogical practices in the context of learners’ mathematical proficiency with a focus on selected algebraic concepts. Three secondary schools were purposively selected as well as four mathematics teachers who participated in the study. Further, six learners were purposively selected from each of the four teachers’ classes giving a total of twenty-four learners. Observation and semi-structured interview schedules were used to collect data preceded by document analysis of lesson plans, schemes of work and records of work. Data from observation and documents were analysed using a rubric by Christiansen and Ally relating to mathematical proficiency while data from interviews was analysed thematically. The findings were that most of the mathematics teachers did not adequately prepare for learners’ proficiency in line with the strands for mathematical proficiency espoused by Kilpatrick, Swafford, and Findell (2002). Most predominant among the practices of teachers were aspects of revising prerequisite topics and giving the standard definition of concepts. While these were necessary, they did not adequately provide for learners’ mathematical proficiency. Learners had challenges to solve quadratic equations using completing the square method and solving questions that involved real life situations. It would appear that they lacked conceptual understanding. It is recommended that Senior Education Standards Officers should routinely organise Continuous Professional Development (CPD) trainings to empower mathematics teachers with adequate knowledge on how to teach algebra, especially the topics like ’Quadratic Functions and Equations’ and how to effectively use visual teaching aids. Through CPD trainings, mathematics teachers should be enlightened on the disadvantages of their learners using the pseudo-methods when solving equations.
- ItemDiscourse patterns of lessons on topics perceived to be difficult in biology in selected secondary schools of Luapula province, Zambia.(The University of Zambia., 2020) Manda, KambiThis study explored classroom discourse patterns of perceived difficult topics in biology such as classification of living organisms, mitosis and meiosis at senior secondary level in selected secondary schools of Luapula Province in Zambia. A collective case study design was used and data was obtained from students and teachers, using observation schedules and interview guides. Purposive sampling was used to select the sample of schools from the target population of Luapula Province of Zambia. Data collected was analysed using discourse analysis and thematic analysis. The study found out that three discourse patterns were used during lessons on topics perceived to be difficult. These three discourse patterns are: Pupil to pupil discourse pattern, teacher- led discourse pattern and teacher-explanation discourse pattern. The choice of discourse patterns by teachers hinged on the following: non availability of teaching and learning aids, desire to cover more content, need to relate lessons to real life situations, nature of the topic to be taught, skill in managing groups, classroom environment and pupil participation. The effects were two fold; lack of understanding and enhanced understanding of stages of cell division and biological names of living organisms. The observed causes of lack of understanding included the following: Experiments on cell division were not conducted because they usually took a lot of time to be concluded. Classification was not taught practically as a result pupils connected classification with the task of memorising a list of biological names. Most teachers used inappropriate group activities and allocated inadequate time to cell division and classification of living organisms as these topics were taught around examination time. Furthermore, the study revealed that many teachers of biology taught perceived difficult topics in biology by following prescribed Zambian textbooks instead of the syllabus. This made them leave out important aspects of the syllabus and taught kingdoms and phyla not found in the syllabus. Among the causes of enhanced understanding, were mind capturing introductions, properly organised group work, clear explanations from the teacher and all inclusive questioning techniques by the teachers. Some of the recommendations made by the researcher were that: Teachers should combine the three discourse patterns namely; teacher-explanation, teacher-led and pupil to pupil discourse patterns when teaching biology because these patterns proved effective when used together during the lesson observations. Teachers should avoid using one discourse pattern during lessons on topics perceived to be difficult because it is monotonous and does not usually bring about effective learning. Workshops and seminars should be organised internally by schools for teachers to enable them acquire skills of teacher-explanation, teacher-led and pupil to pupil discourse patterns for teaching biology. Biological terms must be explained to pupils in a clear way by using the teacher-explanation discourse pattern so that pupils can understand them clearly. Pupils should be encouraged to draw diagrams on cell division during pupil to pupil discourse pattern in order for them to understand stages of cell division. Teachers must use real life examples of living organisms to help classify them into different kingdoms, phyla/divisions, classes, orders, families, genus and species during the teacher led discourse pattern.
- ItemRetention of lecturers at the university of Zambia, 1990 to 2016.(The University of Zambia., 2020) Mulenga, Rosemary MumaThis study sought to investigate the Retention of Lecturers at the University of Zambia (UNZA) during the period 1990 to 2016. In order to do so, the following specific objectives were framed: (a) to identify factors that caused lecturers to leave UNZA (b) to determine consequences of lecturers’ turnover at UNZA, and (c) to establish strategies that UNZA used in the retention of lecturers. Considering that motivation is critical to academic staff, the study was guided by Maslow’s and Herzberg’s theories of motivation. The study employed mixed research methods, involving quantitative and qualitative methods. The research philosophy was portrayed in the research onion and it showed epistemology, ontology and axiology. There were 113 respondents who were purposively sampled using probability and non-probability sampling procedures. Administrators and lecturers were sampled in order to provide quantitative data through questionnaires. Qualitative data was generated through the use of structured and semi-structured interviews. Quantitative data was analysed using the Statistical Package for Social Sciences (SPSS) version 20. Themes generated from the objectives were used to analyse data. Key findings of the study revealed that conditions of service at UNZA during the period 1990 to 2016 were not favourable for staff retention. Some institutional programmes were disrupted. Lecturers were demoralised. Top administrators revealed that lack of finances for a range of activities and amenities contributed to lecturers leaving the university. The study recommends that UNZA needs to improve on fundraising ventures to minimise dependence on the government for its salaries. This could reduce staff dissatisfaction caused by delays in remuneration or benefits. Staff development programmes should also be well designed in order to meet the professional needs of lecturers. Promotion procedures should be aimed at motivating lecturers to work hard and produce outcomes.
- ItemAn establishment of the levels of awareness of marketeers on council services in selected markets in Kafue district, Zambia.(The University of Zambia, 2022) Mwachiyaba, AgnessThe focus of this study was to establish marketeers „levels of awareness of the local governance issues in selected markets under Kafue town council. Specifically, the study sought to ascertain whether or not marketeers in Kafue town participate in the management of the markets. The study was also establishing whether or not marketeers in Kafue town are aware that they can hold Kafue Town council accountable in the management of markets. Apart from the aforementioned objectives, the research also sought to determine the responsiveness of Kafue town council to the needs of the marketeers and finally to identify what penalties Kafue Town council give to marketeers who default in the payments of market levies. In this study, three markets under Kafue town council were selected and some council workers, from which 32 research respondents were conveniently and snowbally sampled. As a matter of data collection methods, semi-structured interviews and Focus Group Discussion were used. Document analysis and checklist were also part of the data collection methods employed in this investigation. Data analysis was based on themes that emerged in the study. The data was coded, transcribed and manually analysed. The research results showed that marketeers know little about the roles of the council. It was also indicated in the study that the participation of marketeers in local governance is very low. The young marketeers do not hold the council accountable and few elderly marketeers hold the council accountable only in few cases. Further, the council responsiveness to marketeers „needs is not satisfactory. Also, the council does not do anything to defaulting marketeers. This study concluded that the marketeers‟ awareness of council roles is very low which results in the low participation by marketeers hence poor service delivery by the council. Based on the research findings, it is recommended that there is need for the council to come up with strategies that will help marketeers know the roles of the council in market management if their participation has to be aroused such as having workshops where both young and older marketeers are oriented on council roles as well as their rights as citizens. Another recommendation is that council should come up with ways of responding to the needs of marketeers which will satisfy their needs. Lastly but not the least the council should effect some charges to give to marketeers who default in the payment of market levies as this will help them understand the importance of the market levies in the management of markets.
- ItemExploring factors contributing to secondary school teachers’ retention in rural areas in Pemba district of Southern province, Zambia.(The University of Zambia, 2019) Munthali, JacobThis qualitative study explored lived experiences of secondary school teachers teaching in rural areas in Pemba District in the Southern province of Zambia. Dialoguing Unhu (Ubuntu) theoretical framework was adopted to help expound teachers‟ phenomenon of remaining teaching in rural areas when others in the profession are repelled. In 2008, the rural teacher attrition was at 13% annually which means that the already depleted population of rural teacher was reducing by 13% (MOE, EMIS Statistical Bulletin, 2008). Comparatively, MOGE‟s 2016 Education Statistics Bulletin collectively reported that the number of teachers who have been leaving since 2008 is much high than the 5000 annual teacher recruitment. The sample size comprised of eleven teachers from three secondary schools, three headteachers and one district education official. The baseline for teacher participation in the study was ten year rural experience specifically in their current schools. Purposive and snowballing (referral) sampling techniques were engaged in the selection of the participants. Through open-ended interviews and Focus Discussion Groups (FDGs), participants shared information about their decisions to remain teaching in rural areas despite the tradeoffs. Data collection was done through interviews and FDGs, journaling and pictures. Data analysis was done thematically using the phenomenological protocol to ensure trustworthiness and credibility, checking of transcripts, member checking strategy and triangulation. Practicing epoche (suspension of judgments) helped in the bracketing of personal biases, and assumptions. There were several findings that contributed to teachers remaining teaching in rural areas as cited by participants: (a) peer support, (b) administrative support, (c) love teaching and learning, (d) sense of familial culture, (e) religion, (f) family factors, (g) entrepreneurial activities, (h) isolation, (i) affordability and quality of life and (j) an embracing local community. Further analysis, resulted in main themes explaining why teachers have remained teaching in rural areas for more than ten years. The three main themes findings that emerged revolved primarily on peer and professional relationships, school environment and outside of school set up. All these main themes were permeated by the value of the existence of Unhu (ubuntu) and respect. The findings suggest that retention of teacher was a result of good human relations and family oriented school environment. In addition, the Tonga culture (similar to ubuntu), teachers‟ commitment to contribute to the socio-economic activities of the school and community contributed to retention.