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Lived experiences of gestalt counselling techniques by students with peer relationship problems at a public university in Kitwe, Zambia: a hermeneutic phenomenological approach.
(The University of Zambia, 2025) Mwanza, Nicholas
The study aimed to investigate the benefits of Gestalt counselling techniques in assisting students in addressing peer relationship issues at a public university. Specifically, the study examined the use of the empty chair and body language Gestalt counselling techniques in assisting students with peer relationship challenges, employing a hermeneutic phenomenological approach. An expert purposive sampling method was employed to select four counsellors and criterion purposive sampling for the sixteen students who had received counselling that utilized the empty chair and body language Gestalt techniques. Data was collected through semi-structured interviews and retrospective record reviews and subsequently analysed thematically. The results revealed that the majority of clients reported positive progress and were able to overcome their relationship challenges, while some experienced difficulty in engaging with the techniques. Factors contributing to the benefits of the empty chair technique included counsellor proficiency, the client's ability to employ their imagination, and the client's readiness to participate in the technique. Instances where the technique was less successful often stemmed from clients feeling uncomfortable with the method. The empty chair counselling technique was most employed in cases involving rejection, unresolved relationship challenges, the need for emoting, as well as intra and interpersonal conflicts. More findings showed that body language counselling techniques played a crucial role in the interaction between counsellors and clients, influencing the effectiveness of the counselling process. Positive results indicated that both counsellors and clients benefitted from enhanced communication and gained additional insights beyond verbal expressions, leading to increased awareness. Despite this, some participants experienced challenges and discomfort when the counsellor pointed out their body language. The study recommends that counsellors utilizing the empty chair technique and body language receive comprehensive training to enhance their benefits and ensure a comfortable experience for clients. Moreover, counsellors should incorporate culturally sensitive strategies when utilizing body language to enrich the counselling process. Keywords Empty chair counselling technique, Gestalt Counselling, student Counselling, peer relationships
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Inclusive teaching-efficacy among early childhood teachers in Zambia.
(The University of Zambia, 2024) Singogo, Derick
Teachers' inclusive teaching-efficacy is fundamental to the success of inclusive early childhood education (ECE), as it directly influences their ability to support learners with diverse abilities and learning styles. While research highlights the importance of teaching efficacy in inclusive education, limited attention has been given to understanding the levels of inclusive teaching efficacy among early childhood educators in Zambia. This study investigates the inclusive teaching-efficacy of teachers in Zambian early childhood centers and examines how their understanding of inclusive education influences their confidence and effectiveness in implementing the country's inclusive education policy. Employing an exploratory sequential mixed-methods design, the study engaged 153 participants, including 150 inclusive ECE teachers from selected schools in Lusaka, Eastern, and Copperbelt provinces. In the qualitative phase, semi-structured interviews were conducted with 17 ECE teachers, two educational officers, and one ECE college coordinator, all purposively sampled. The subsequent quantitative phase involved a survey of 133 randomly selected ECE teachers to examine the effects of knowledge, motivation, and demographic factors (such as age and gender) on teachers' inclusive teaching-efficacy. Qualitative data were analyzed using Interpretative Phenomenological Analysis (IPA), revealing key themes related to teachers’ self-efficacy, including the influence of knowledge, training, exposure, and continuous professional development (CPD). The findings underscore the necessity of preparing teachers for policy implementation, particularly by enhancing their self-beliefs, which drive motivation and the effective enactment of inclusive education policies. Statistical analyses, including t-tests, demonstrated that teachers’ understanding of inclusive education positively correlates with their self-efficacy. Additionally, a strong positive and their motivation, which in turn reinforced both self-efficacy and knowledge. The study highlights the critical need for continuous professional development to strengthen teachers' self-efficacy in inclusive ECE. Universal Design for Learning (UDL) is one such framework that provides flexible, evidence-based instructional strategies to accommodate diverse learning needs, offering a structured approach for improving teaching-efficacy in inclusive settings. By embedding UDL principles multiple means of representation, engagement, and expression into teacher training, educators can better support all learners and enhance the implementation of inclusive education policies. Providing teachers with the necessary knowledge and skills through targeted training initiatives is essential for addressing the diverse needs of learners and fostering successful inclusive learning environments. The study recommends expanding CPD opportunities for inclusive ECE teachers and strengthening teacher training curricula to ensure educators are adequately equipped to support learners in inclusive settings.
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Enhancement of online learning strategies in public and private higher education institutions in Zambia.
(The University of Zambia, 2025) Chiwoya, Alvin
The study investigated the innovative strategies for enhancing online learning in higher education institutions in Zambia. The research was guided by the Constructivist Learning Theory and Social Cognitive Theory. The researcher employed a pragmatist paradigm and a descriptive survey research design. Maximum variation purposive sampling technique was used to come up with the study sample. The sample was made up of 180 educators who were purposely selected from four universities. Additionally, 4 Directors of Distance Education in charge of Online Learning in the four universities, 1 ICT Expert from the Ministry of Technology and Science and 1 ICT engineer from the Internet Service Provider in the selected universities were also purposely selected. Four research instruments were used to collect data; a questionnaire which was used to collect quantitative data from educators and three interview guides which were used to collect qualitative data. Data was analyzed thematically. The findings of the study showed significant steps taken by the Government of Zambia to enhance online learning such as introduction of 5G technology, connection of Zambia to satellite internet via Star Link, and mandating and funding of ZAMREN to provide cheaper and quality internet connectivity. Additionally, the study showed that some higher learning institutions conducted online learning without a clear policy guideline. Three out of the four sampled learning institutions relied on distance learning policy developed many years ago for guidance. The study revealed that educators were generally satisfied with the computer expertise they acquired, but were not satisfied with the resources that were provided by the respective universities, the ICT support provided and generally had a negative perception of the online learning pedagogy. Furthermore, the study showed efforts made by Internet Service providers to enhance online learning in higher education institutions in Zambia through provision of learning management systems for free. On the other hand, the study brought to the fore some of the strategies that could be used to enhance online learning in Zambia such as facilitation of learners' acquisition of ICT gadgets at an affordable price, pushing more investment in online learning software such as zoom, introduction of mandatory ICT courses in colleges and universities, and introduction of tax incentives on all ICT equipment bought by higher learning institutions. The study also highlighted innovative strategies for funding the purchase of ICT gadgets for disadvantaged learners in remote areas such as the use of Constituency Development Fund under the Ministry of Local Government and Rural Development. The major contribution of this study to the body of knowledge is the development of a contextualised regulatory policy framework on online learning in institutions of higher learning in Zambia, which, if adopted, will help to enhance effective instructional delivery in colleges and universities. In view of the findings, the study recommends the adoption of the proposed online learning regulation policy framework by the Government of Zambia through Ministry of Education and introduction of mandatory ICT training courses for both learners and educators in the training curriculum by Higher Learning Institutions.
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Exploring the financial literacy practices among selected youth entrepreneurs in Lusaka district, Zambia: a phenomenological perspective.
(The University of Zambia, 2025) Kasonde, Agatha
This study aimed to explore the financial literacy practices among selected youth entrepreneurs in Lusaka District, Zambia, from a phenomenological perspective. The objectives that guided the study were to: (1) establish the financial literacy practices among selected youth entrepreneurs in Lusaka District, (2) identify factors affecting financial literacy practices among selected youth entrepreneurs in Lusaka District, (3) ascertain the opportunities of financial literacy practices among selected youth entrepreneurs in Lusaka District, and (4) establish the constraints encountered by youth entrepreneurs in financial literacy practices in Lusaka District. A qualitative research approach was adopted and used in which a total sample size of 30 participants, including youth entrepreneurs and officers from the Ministry of Small and Medium Enterprises, were purposively selected from Lusaka District. Data was collected through face-to-face interviews and non-participant observations. An interpretive phenomenological research design was used to explore and analyse the experiences and perspectives of participants in depth. The study found that youth entrepreneurs in Lusaka engage in several key financial literacy practices, which included; budgeting, separating needs from wants, saving for emergencies, setting financial goals, and planning for the future. Furthermore, they recognize the importance of protecting themselves through life insurance and investing in education. Among the factors affecting financial literacy practices included gender, socio-economic status, access to education, professional financial role models, availability of financial training, financial attitude, and psychosocial experiences based on age. The study also established several opportunities associated with financial literacy practices among youth entrepreneurs and these were not limited to; the development of saving habits, access to accurate financial information, financial independence, and the ability to identify financial scams. However, youth entrepreneurs faced various constraints that hinder their financial literacy skills, such as lack of financial accountability, transparency, financial ethics, inadequate capital, policy inconsistencies, limited financial networks, and the absence of financial education. Based on these findings, the study recommends that the government increase the number of financial literacy programmes and target more youth beneficiaries to encourage participation. NGOs should improve the reach and appeal of their programmes to ensure higher youth involvement. Moreover, the government should foster greater collaboration with financial literacy role models and organizations to help youth entrepreneurs grow in their ventures. Youth entrepreneurs themselves are advised to actively engage in financial literacy programmes, seek mentorship from experienced financial professionals, and embrace sound financial management practices to enhance their business sustainability and growth. Keywords: Youth; Entrepreneurs; Financial Literacy; Practices; Phenomenology.
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Applicability of microsoft excel in teaching secondary school statistics for learners’ acquisition of twenty-first century skills.
(The University of Zambia, 2025) Kazika, Gift Muke
The aim of this study was to investigate whether MS Excel Software is applicable in teaching secondary school statistics for learners’ acquisition of 21CS. The research was conducted with grade 11 learners at Mwense Secondary School in Luapula Province, Zambia. The grade level was purposively selected, and the two study groups, experimental and control, were randomly chosen from four grade 11 classes. An embedded quasi-experimental design was utilized, and both qualitative and quantitative data were collected. The experimental group received statistics lessons using MS Excel, while the control group was taught statistics using conventional teaching method, with scientific calculators being the only technology used. A diagnostic assessment on 21CS was conducted on the two groups before the intervention, followed by a focus group discussion interview, Likert-scale questionnaires, and a statistics test after the intervention. Qualitative data were analyzed thematically, and MS Excel was used to score and organize the quantitative data. Descriptive statistics, independent sample t-test, Mann-Whitney U test, and Spearman test were performed using SPSS V27.0 during the data analysis. It was found that there was a statistically significant difference (sig <.001) in the 21CS scores between the learners who were taught with MS Excel (Mean=82.27%, SD=3.38) and learners taught by conventional teaching method (Mean=39.23%, SD=4.12). The study revealed that using MS Excel in statistics lessons enhances learners’ acquisition of 21CS. The results of this study were further confirmed by themes that emerged from the interview discussion. In this regard, MS Excel is applicable in teaching secondary school statistics for learners’ acquisition of 21CS. Moreover, acquiring 21CS was associated with positive learning experiences (sig. =0.000 < 0.01). However, there was no significant effect of 21CS on learners’ performance in statistics (sig. =0.657 > 0.01). The study recommends improving computer and internet access, setting up wellequipped computer labs, and encouraging the use of MS Excel software in teaching statistics. Test and exam questions must assess both mathematical computational and reasoning. Future research could explore the influence of gender on acquiring 21CS with MS Excel, teachers’ competencies in teaching with Excel, and their perceptions of its use in teaching mathematics, particularly statistics. Key words: Microsoft Excel, Statistics, Twenty-first Century Skills, learning experiences, performance.