Exploring teaching and learning of social values among civic education learners in secondary schools, Lusaka, Zambia.
Date
2024
Authors
Nyoni, Susan
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The study explored the social values among Civic Education learners in secondary schools in Lusaka, Zambia. The main focus of the study was to gather opinions from influential individuals in Secondary School A and Secondary School B in the Lusaka District of Lusaka Province. Those enlisted as participants included two (2) Heads of Departments, four (4) Civic Education teachers, and sixteen (16) pupils, specifically Grade 12 learners, of Civic Education. An interpretive phenomenology research design was used, and data was collected through the use of face-to-face interviews, focus group discussions, and document analysis of the civic education school syllabus. These tools ensured the validity and trustworthiness of data while adhering to the ethical considerations of research. The study's findings show that social values start with the way the lesson is delivered to learners through engagement in practical methods. Teachers are the key players in taking the initiative to let learners engage with the environment through different activities such as field trips, picking up litter, and cleaning up the environment. Social values such as respect and tolerance are not entirely learned from school but through what they see others doing. A stand-alone topic for social values should be formulated in the civic education syllabus for learners to be able to know that they are learning about social values from the start. The most prominent topics that dealt with social values, among others, include citizenship, family law, governance, corruption, cultural studies, and substance abuse, which were mentioned from the perspective of participants. Learners respond differently to social values; others change for the better while others do not. Topics in the syllabus dealing with social values should be overemphasised by teachers during lesson delivery, in that the lessons presented are not practical. Teachers' conduct should be monitored because learners may imitate what they observe in them, whether positive or negative. Teachers should intensify clubs that deal with moral issues, such as Moral Fibres and Peace Club, as a means of promoting social values to learners. The study established that, to raise a morally upright generation, the government should come up with a social values
awareness campaign with the theme ‘Upholding Social Values Day’. Learners should be engaged in some moral discussions that promote social values because they can be allowed to share their opinions on matters that are important and matters that affect them. Sensitization by learners in their communities about the importance of social values to non-aged schoolchildren who may not have attended school can be an avenue to educate them on the importance of social values as a means of promoting them.
Key words: Civic Education, Social Values, values and teaching methods
Description
Thesis of Master in Civic Education.