Lesson study approach in Religious Education: A case of selected Secondary Schools in Kabwe Districts of Zambia
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Date
2016
Authors
Mweemba, Eunice
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The strengthening of Mathematics, Science and Technology Education (SMASTE) in secondary
schools in Zambia was in response to the poor performance in Mathematics and Science and was
meant to improve teaching and learning activities in the classroom. The programme was
implemented in central province in 2006 as SMASTE/CPD. By 2011, the focus of the
programme was extended to all subject areas including Religious Education and was made
available to all serving teachers in the country. The ASEI, through PDSI approach in SMASTE,
was meant to improve dissemination of knowledge to the learner. The purpose of this study was
to establish the effectiveness of the Lesson Study Approach in Religious Education. The
descriptive research design was employed and the target population was Religious Education
Heads of section, teachers and learners in Kabwe district. The sample constituted of fifty nine
participants from three selected secondary schools in Kabwe district comprising three heads of
section, twenty teachers and thirty six learners. Data was collected from Heads of section
through interviews which were conducted with the aid of an interview guide. Using a focus
group guide, data was collected from teachers and learners using focus group discussion. Class
observations were also conducted using observation checklist. The data was analysed using
content analysis for descriptive results.
The findings of the study showed that the Lesson Study Approach, which is learner centered in
nature has been loosely implemented by Religious Education teachers who applied it
occasionally in their daily lessons. However teachers with a more positive attitude towards the
Lesson Study Approach tended to apply it regularly in their daily lessons yielding good results.
The researcher recommends that the MoGE should involve teachers in the revision of curriculum
to ensure careful selection of content and concepts to be taught for life-long learning advocated
for in the Lesson Study Approach. MoGE, through Curriculum Development Center and schools
should consider using continuous assessment rather than summative tests and examinations in
Religious Education. Additionally, the MoGE should address the many obstacles encountered by
teachers in the implementation process. Challenges like inadequate teaching and learning
materials, inadequate classroom space, over-enrollment and heavy workloads. Future research
with a wider sample should be considered in other social science subjects.
Description
Keywords
Learner Centered Approach , Religious Education-Teaching Methods , Religious Education-Kabwe,Zambia