Papers by Geoffrey Tambulukani
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Journal Article, 2018
This article emerged from a study that focused on some similarities and differences between the P... more This article emerged from a study that focused on some similarities and differences between the Primary Reading Programme (PRP) and the Primary Literacy Programme (PLP) in Zambia. The two programmes were compared in terms of overall aims or purpose, programme package, teaching and learning materials, recommended teaching and learning methods, classroom organisation, assessment patterns, treatment of learners with varying abilities, and
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African Educational Research Journal, 2014
This study investigates inter-school variations in several dimensions of opportunity to learn as ... more This study investigates inter-school variations in several dimensions of opportunity to learn as well as examines the extent to which these measures significantly affect students’ performance on grade 7 literacy and numeracy exams. After situating the study within the global discourse emphasizing the importance of providing access to quality education to all children and youth, the article reviews the theoretical and empirical literature on opportunity to learn. Data for this study come from the Annual School Census, national examination results, and a field study conducted in 2011 in 190 schools in all 9 provinces in Zambia. The findings indicate variation across schools in measures of opportunity to learn: a) days schools was open during year, b) hours schools was open during the day, c) teacher absenteeism, d) teacher late arrival/early departure, e) student absenteeism, and f) student late arrival/early departure. The regression analysis findings indicate that, of these dimensio...
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International Journal of Research and Innovation in Social Science
The focus of this study was to establish how reading developed in children in Cinyanja language b... more The focus of this study was to establish how reading developed in children in Cinyanja language by charting their development from home environment, through grade 1 to 2. An embedded explanatory sequential mixed methods design of both quantitative and qualitative methods was employed to collect, analyse and interpret the data. Six grade 1 children with ages ranging from 7 to 9 at entry point, 6 parents and 3 teachers participated in the study. Quantitative data across the three phases were collected through literacy tests: alphabetic knowledge and word reading. Simple tables were generated manually to analyse the data from literacy tests. Qualitative data was collected from parents/guardians and the teachers via a questionnaire with both closed and open-ended questions, and analysed thematically. Results revealed the following: (i) alphabetic knowledge in children start developing very early before formal schooling and continue until children become skillful readers; (ii) there is a...
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Papers by Geoffrey Tambulukani