Exploring the pedagogy of civic education in social studies at junior secondary school in Masaiti district : a hermeneutic phenomenological approach.

dc.contributor.authorMufalo, Setwin Mutau
dc.date.accessioned2025-02-17T11:01:29Z
dc.date.available2025-02-17T11:01:29Z
dc.date.issued2022
dc.descriptionThesis of Doctor of Philosophy in Civic Education.
dc.description.abstractThe current study was conducted to explore the pedagogy of Civic Education in Social Studies at junior secondary school in Masaiti district. The study was purely qualitative in nature, which integrated constructivist and interpretivist paradigms. A hermeneutic phenomenological design also guided the study. In addition, homogenous selective (purposive) sampling technique was employed to elicit the lived experiences of twelve (12) participants using semi-structured questionnaires, semi-structured interviews guides and observation schedules. The study revealed that Civic Education through Social Studies enabled learners to acquire relevant competences as well as knowledge on governance and corruption. Further, the study established that the component was taught using traditional mode of delivery (lecture method) by teachers mostly not trained in Civic Education. In addition, the study identified many challenges associated with the teaching of the subject namely: shortage of qualified Civic Education teachers and a dearth of teaching/learning materials, school infrastructure and financial resources. Others were inadequate contact time, low literacy levels among learners, substandard textbooks and integration of Civic Education into Social Studies. These highlighted challenges according to participants contributed to poor academic performance of learners in Social Studies during school based assessments and the final examination. In order to ameliorate the highlighted challenges associated with the teaching of Civic Education through Social Studies at junior level, the following recommendations were made: (i) Ministry of Education (MoE) should employ adequate qualified Civic Education teachers in schools; (ii) Teachers should teach the subject using 21stcentury teaching approaches (learner-centred activities); (iii) MoE should fund schools to enable them procure enough and quality teaching/learning materials and fund educational tours; (iv) MoE through DEBS office and school administrators should enhance teacher monitoring and Continuous Professional Development (CPD) programmes in schools; (v) MoE should adopt the use of the suggested CEPCK framework in schools; (vi) MoE and Curriculum Development Centre (CDC) should collaborate and disintegrate Social Studies into standalone subjects; (vii) MoE should first conduct a feasibility study before any curriculum review; and (viii) MoE should first implement curriculum reforms in universities and colleges before rolling them out in schools. In conclusion, the study revealed that Civic Education enabled learners to acquire relevant competence, it was taught using lecture method and its delivery was associated with many challenges, which contributed to poor academic performance of learners in Social Studies.
dc.identifier.urihttps://dspace.unza.zm/handle/123456789/9138
dc.language.isoen
dc.publisherThe University of Zambia
dc.titleExploring the pedagogy of civic education in social studies at junior secondary school in Masaiti district : a hermeneutic phenomenological approach.
dc.typeThesis
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