Sustainability of lesson study in teaching and learning mathematics: a case of selected schools in Lusaka district of Zambia.
| dc.contributor.author | Sinkala, Gilbert | |
| dc.date.accessioned | 2025-08-19T14:59:50Z | |
| dc.date.available | 2025-08-19T14:59:50Z | |
| dc.date.issued | 2025 | |
| dc.description | Thesis of Master of Education in Mathematics Education | |
| dc.description.abstract | The purpose of the study was to investigate the long-term sustainability of lesson study in teaching and learning mathematics in selected schools in Lusaka district, Zambia. The study utilized a qualitative case study and was based on social constructivism. Six purposively selected teachers of mathematics at two different junior secondary schools were involved in lesson study cycles. At the first school, four teachers participated in teaching a single Grade eight class while at the second school two teachers took part in teaching a Grade eight class. Data were collected through questionnaires, semi structured-interviews and lesson observation. Thematic analysis was employed to analyse the data from the three sources. In line with the understanding of lesson study, the study revealed that most teachers had a correct understanding and they defined it as a process involving planning, teaching, observation, and reflection. It was further defined as a systematic inquiry into teaching and learning, where teachers collaborate to plan, conduct, observe, and reflect on research lessons to enhance the teaching and learning process. Nevertheless, teachers portrayed both positive and negative attitudes towards lesson study in teaching and learning mathematics. On the negative attitudes, it was revealed that some participants viewed lesson study as time-consuming and challenging while on the positive attitudes, it was found that some participants viewed lesson study as a way to improve teaching practices in class. It was discovered that some negative attitudes towards lesson study by some teachers were as a result of some factors that impacted the sustainability of lesson studies in teaching and learning Mathematics. For example, lack of resources such as materials used in lesson study activities, perceived benefits of lesson study, appropriate implementation of lesson study activities, time constraints and lack of continuous support from some organizations such as Non-governmental organizations and the government itself. Based on the negative attitudes, it was suggested that headteachers should continuously orient and remind teachers that lesson study is not time-consuming and challenging but beneficial to them and the learners. It was also suggested that the government should continuously provide resources and advise headteachers to ensure that they include lesson study program on the time table for it to be a success. It was recommended that the government should continuously support teachers through providing incentives such as allowances for their transport and lunch to encourage them to participate in lesson study activities to boost teacher confidence in delivering lessons to the learners. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9370 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Sustainability of lesson study in teaching and learning mathematics: a case of selected schools in Lusaka district of Zambia. | |
| dc.type | Thesis |