Perceived challenges of ICT as an examinable curriculum subject in rural secondary schools: voices of teachers and learners in southern Zambia.

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dc.contributor.authorKalimaposo, Kalisto
dc.contributor.authorMoono, Siana
dc.contributor.authorDaka, Harrison
dc.contributor.authorMulubale, Sanny
dc.contributor.authorKaumba, Chivunda
dc.contributor.authorMphande, Fumbani
dc.date.accessioned2023-09-27T09:43:05Z
dc.date.available2023-09-27T09:43:05Z
dc.date.issued2023
dc.descriptionArticleen
dc.description.abstractThe study interrogated teachers’ and pupils’ perceptions of Information Communication Technology (ICT) as an examinable curriculum subject in secondary schools of Mazabuka district in Southern Zambia. In 2013 Ministry of Education (MoE) reviewed the National School Curriculum introducing ICT as an examinable subject at the junior secondary school level. This development was, however, received with mixed feelings among different stakeholders across the nation. The study employed Davis’ (1989) Technology Acceptance Model (TAM) as a theoretical framework to establish the teachers’ and pupils’ perceptions of ICT as an examinable curriculum subject. A descriptive research design was used to collect qualitative data from a sample size of 36 participants which included school administrators, ICT teachers, and pupils. Purposive and quota sampling was applied to select the participants. Data were collected using unstructured questionnaires, interviews, and focus group discussions. The data were analysed thematically by categorization of major and sub-themes that emerged from the study. The study showed that both teachers and pupils had positive perceptions towards ICT as an examinable curriculum subject. The majority of the participants strongly felt that the current times demanded for ICT knowledge in order for learners to fit well in the world of technology. The study also identified challenges faced in the teaching and learning of ICT such as; a lack of trained teachers, inadequate computer hardware and software, and irregular power supply. Various measures were employed in mitigating the challenges such as community engagement, voluntary teaching, class splitting, use of alternative sources of power, and explorations of online resources. The study recommended that the Ministry of Education should revert to its earlier policy position i Kalisto Kalimaposo, Siana Moono, Harrison Daka, Sanny Mulubale, Chivunda Kaumba, Fumbani Mphande PERCEIVED CHALLENGES OF ICT AS AN EXAMINABLE CURRICULUM SUBJECT IN RURAL SECONDARY SCHOOLS: VOICES OF TEACHERS AND LEARNERS IN SOUTHERN ZAMBIA European Journal of Education Studies - Volume 10 │ Issue 10 │ 2023 200 where all schools were to offer ICT as a compulsory examinable subject at the junior secondary school level. The government also should consider the reduction of taxes and tariffs on end-user consumer ICT products such as desktops computers, iPads, projectors, and others. Keywords: Information Communication Technology (ICT), examinable curriculum subject, pupils, teachers, learning and teaching materials, software and hardware, secondary schoolen
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/8125
dc.language.isoenen
dc.publisherThe University of Zambiaen
dc.subjectInformation Communication Technology (ICT)en
dc.subjectEducational technology.en
dc.subjectICT in Education.en
dc.titlePerceived challenges of ICT as an examinable curriculum subject in rural secondary schools: voices of teachers and learners in southern Zambia.en
dc.typeArticleen
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