Exploring the effects of civic education among the learners in selected secondary schools in Siavonga district in Southern province, Zambia.
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Date
2024
Authors
Hamainza, Chabota
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The aim of the study was to explore the effects of Civic Education among the learners in selected secondary schools in Siavonga District. Qualitative approach was used. Case study design was used. Purposive sampling was used to select 37 participants categorized as 24 teachers of Civic Education, 4 Heads of Department from social sciences department in the four (4), 4 Heads of Department from non-Civic Education, 4 Deputy Headteachers and one Education Standards Officer-General Inspection. Semi-structured interview schedule was used collect data. Findings revealed that Civic Education has positive effects among the learners. The study further revealed that Civic Education improved and regulated behavior among the learners. It acts as mirror to the learners and on what is right and wrong. The study also revealed that some learners practiced what they learnt in class. For instance, cases of crime, corruption between learners and their leaders (prefects) to escape punishment in most schools had reduced. The study also revealed that learners were motivated to understand, tolerate, question and defend what is right and wrong for a better society. However, amidst the positive effects Civic Education among the learners, there were challenges regarding the effects of the subject among learners. The study revealed that some learners did apply what they learnt in class. Their primary goal was to pass the subject. The study also revealed that teachers compete to cover the syllabi is one of the reasons why some learners were unable to practice what was taught in class. To add on, the study also revealed that learners embraced wrong doing. Wrong doing has become a way of life (culture). Corrupt elements are order of the day among most learners in school. The importance of Civic Education addresses the challenges highlighted if well implemented and managed bearing in mind why it was introduced in schools. The study revealed that Civic Education creates a sense of belonging to a nation in that the knowledge and skills acquired from the learning of Civic Education makes understand their roles and responsibilities to a country. The study also revealed that Civic Education creates civic engagement in a functional democracy. A functional democracy flourishes if citizens are informed and willingly take part in the affairs of the nation. The study also revealed that Civic Education makes society habitable in a democracy. If society has ignorant and inactive citizens, that is recipe for anarchy. Application and use of the right strategies as need demand can have a greater positive effect among the learners. The study
revealed that the positive effect of Civic Education among learners is centered on the methods used to teach the subject. The study brought out the following methods: Group discussion, role play, lecture, method and debate method as remedies to some of the challenges. The study recommends that teachers of Civic Education should be resourceful by guiding learners on literature as laws change with time. What is stated in the learners’ books
could not to the new laws that come after the pupils’ book was long written. The teachers of Civic Education should practice education for (knowledge and skill acquisition) and not education about (passing examinations). The use and application of workable teaching methods should be based on what a given topic requires. The other recommendation was that the Ministry of Education should monitor the implementation of Civic Education in schools. The study concluded that Civic Education provides a vital role in the lives of the learners as it equips them with knowledge and skills for them to be responsible citizens.
Description
Thesis of Master of Education in Civic Education.