Application of information processing theory in teaching english grammar to facilitate meaningful learning: a case of pre-service teachers in Malawi.
| dc.contributor.author | Nanyinza, Esther | |
| dc.date.accessioned | 2025-07-18T08:42:24Z | |
| dc.date.available | 2025-07-18T08:42:24Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Doctor of Philosophy in Educational Psychology. | |
| dc.description.abstract | This study aimed at exploring how pre-service teachers applied information processing theory (IPT) strategies in teaching English grammar to facilitate meaningful learning in secondary school students during their teaching practice. In particular, the study explored how pre-service teachers applied information theory strategies of contextualization, rehearsal, elaboration and organization strategies when teaching English grammar to secondary school students during their teaching practice. Information processing theory was the major theoretical framework that the study employed. The study design was a qualitative single-case study which was both descriptive and exploratory. The study was conducted in six Malawian districts including Chitipa, Karonga, Kasungu, Mzuzu, Nkhatabay and Rumphi. Nine (9) public secondary schools were conveniently sampled from these districts. The sample comprised ten pre-service teachers who were purposefully sampled through homogenous sampling. The main criterion for selecting participants was that they were majoring or minoring in English language. To ensure trustworthiness and use triangulation, data were collected through multiple methods including classroom observation, semi-structured interviews and document analysis. The data comprised field notes and audio recordings of interviews. The data analysis was done simultaneously with collection through thematic analysis which was inductive to generate meanings. All steps for thematic analysis were followed. Audio recordings from interviews were transcribed into readable texts to make the data maneageable and meaningful themes were assigned to all codes before they were summarized and interpreted. Results from triangulation of data from the three sources showed that pre-service teachers applied various information processing theory strategies when teaching English grammar namely contextualization, rehearsal, elaboration and organization. The study also uncovered challenges of using IPT strategies such as larger class size, inadequate materials, teacher competence, and learner background and time constraints. Finally, a model of information processing theory for teaching English grammar to secondary school students that recommends integration of all strategies was developed. In view of the findings, this study recommends that teacher education institutions should ensure that pre-service teachers apply the different theoretical knowledge through peer teaching before teaching practice in order to gain experience in how to apply theories to actual classroom situations to facilitate meaningful learning in students. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9289 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Application of information processing theory in teaching english grammar to facilitate meaningful learning: a case of pre-service teachers in Malawi. | |
| dc.type | Thesis |