An analysis of learners’ captivation to shadow education: effects on the mainstream education system in selected secondary schools of Choma district in Zambia.
| dc.contributor.author | Shibalatani, Muchindu | |
| dc.date.accessioned | 2024-09-04T07:12:44Z | |
| dc.date.available | 2024-09-04T07:12:44Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Curriculum Studies | |
| dc.description.abstract | The importance of education in people’s lives cannot be overemphasized due to the immense positive changes that it brings forth. Meritocratic education systems in most developing countries which encourage stiff competition among learners and schools coupled with the parents’ perception of education as a major future investment may culminate into what is referred to as shadow education. Shadow education is used widely and covers various forms of private supplementary tutoring and has in the recent decades greatly expanded causing far reaching economic, social and educational implications. The ideal situation in the Zambian educational system is that provision of quality education to learners should be conducted in schools where they are formally registered and enrolled and they are expected to go home after school hours. However, the situation in most Zambian secondary schools was that, despite being enrolled and learning in regular schools, some learners pursued paid for supplementary tuitions. Thus, the current study sought to analyze factors that captivated learners to shadow education and its effects on the mainstream education in selected schools of Choma district. Simple random and stratified sampling were used to select four (4) schools and eighty (80) learners respectively while purposive sampling was used to select twelve (12) teachers from sampled schools and six (6) parents of tutored learners. The concurrent embedded design of the mixed methods approach was employed in the current study. Data was obtained from secondary school learners using questionnaires while interview guides were used for secondary school teachers and parents of tutored learners. Qualitative data was analyzed using the Constant Comparative Method to identify emerging themes and categories while quantitative data was analysed using the statistical package for Social Sciences (SPSS). The findings of the study clearly suggested that learners, teachers and parents of tutored learners were dissatisfied with the quality of education in the mainstream education. The majority of secondary school learners in selected schools of Choma district faced a number of challenges such as failure by mainstream teachers to address their individual needs compelling them to turn to shadow education. It was further revealed that shadow education affected the mainstream education both positively and negatively. From this study, it was concluded that learners engaged in shadow education to secure individualized learning and increase their learning attainment. It was thus recommended that Ministry of Education (Mo E) through Standards Officers, Head Teachers and head of departments and sections should ensure effective monitoring and evaluation at school on how teachers are implementing the curriculum in schools regularly. They should interact with learners so as to know various challenges that they face during the teaching and learning process to ensure a conducive learning ambience for all learners to reduce the prevalence of shadow education | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8846 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | An analysis of learners’ captivation to shadow education: effects on the mainstream education system in selected secondary schools of Choma district in Zambia. | |
| dc.type | Thesis |