The contribution of the physical environment to the teaching and learning of literacy in selected primary schools of Lusaka district of Zambia.
Loading...
Date
2022-11-24
Authors
Mkandawire, S. B.
Journal Title
Journal ISSN
Volume Title
Publisher
School of Education
Abstract
This article advances the contribution of the physical environment to the teaching and learning of
literacy skills among Grade Two pupils in selected primary schools of Lusaka District of Zambia.
As a descriptive qualitative research design, data was collected through face-to-face interviews
and observation using the observation checklist and an interview guide. The targeted population
was all primary schools, Grade Two pupils, and early grade teachers of Lusaka District. The
sample size was four (4) primary schools and one hundred and twenty (120) Grade Two learners
and thirty (30) primary school teachers handling early graders. Findings of the study revealed
that the teaching and learning environment played a significant role on the teaching and learning
of reading. Diverse factors in classes such as location of the school, print environment, class size,
sitting arrangement, design of the class, and nature of materials contributed to the teaching and
learning of literacy in the targeted schools. The researcher recommended that head teachers and
class teachers should ensure that early grade classroom environments have rich print
environment, the Ministry of Education should build library facilities in every primary school to
encourage a culture of reading in Zambia. The government should shut down bars and drinking
places located near schools.
Description
Article
Keywords
Physical environment--Teaching and learning of literacy skills. , School facilities--Zambia. , Educational infrastructure. , School environment and learning.
Citation
Lungu, D. & Mkandawire, S. B. (2022). The Contribution of the Physical Environment to the Teaching and Learning of Literacy in Selected Primary Schools of Lusaka District of Zambia. Zambia Journal of Education, 7(1), 47-62.