Dr. Setwin Mutau Mufalo is specialised in Civic Education, Citizenship Education, Peace and Conflict Studies and Transformational Leadership. He is also a Consultant and a Researcher.
International Journal on Studies in English Language and Literature (IJSELL), 2022
The aim of the present study was to examine the effects of orthographic opacity on reading fluenc... more The aim of the present study was to examine the effects of orthographic opacity on reading fluency. The focus was on evaluating the dynamics of reading fluency, particularly to determine how accuracy and speed skills are affected by orthographic transparency among bilinguals. A sample comprising of 108 fifth and sixth grade children were tested on two reading fluency passages in Nyanja and English writing system in Chipata and Chadiza Districts of the Eastern Province of Zambia. Errors committed and times taken to read were recorded in each language and child. Results reveal that the participants were more accurate in Nyanja in comparison to English, but they were faster in English that Nyanja. Reading fluency variables were highly correlated suggesting a non-significant relationship between the two orthographies. Although our results were in conformity with and the supported the traditional models of reading acquisition and development theories suggesting significant differences as a function of orthographic depth, the mean differences were not statistically significant indicating that variations in reading fluency achievement among Zambian children were as marked as variations reported in comparisons between English and other European orthographies. It could be argued that the non-significant performance resulted from Zambian children’s bilingualism, which facilitates cross-linguistic transfer of reading skills between writing systems.
International Journal on Studies in English Language and Literature (IJSELL), 2022
The aim of the present study was to examine the effects of orthographic opacity on reading fluenc... more The aim of the present study was to examine the effects of orthographic opacity on reading fluency. The focus was on evaluating the dynamics of reading fluency, particularly to determine how accuracy and speed skills are affected by orthographic transparency among bilinguals. A sample comprising of 108 fifth and sixth grade children were tested on two reading fluency passages in Nyanja and English writing system in Chipata and Chadiza Districts of the Eastern Province of Zambia. Errors committed and times taken to read were recorded in each language and child. Results reveal that the participants were more accurate in Nyanja in comparison to English, but they were faster in English that Nyanja. Reading fluency variables were highly correlated suggesting a non-significant relationship between the two orthographies. Although our results were in conformity with and the supported the traditional models of reading acquisition and development theories suggesting significant differences as a function of orthographic depth, the mean differences were not statistically significant indicating that variations in reading fluency achievement among Zambian children were as marked as variations reported in comparisons between English and other European orthographies. It could be argued that the non-significant performance resulted from Zambian children’s bilingualism, which facilitates cross-linguistic transfer of reading skills between writing systems. Keywords: Orthography, fluency, accuracy, reading speed, Nyanja, Zambia
International Journal on Studies in English Language and Literature (IJSELL), 2022
The aim of the present study was to examine the effects of orthographic opacity on reading fluenc... more The aim of the present study was to examine the effects of orthographic opacity on reading fluency. The focus was on evaluating the dynamics of reading fluency, particularly to determine how accuracy and speed skills are affected by orthographic transparency among bilinguals. A sample comprising of 108 fifth and sixth grade children were tested on two reading fluency passages in Nyanja and English writing system in Chipata and Chadiza Districts of the Eastern Province of Zambia. Errors committed and times taken to read were recorded in each language and child. Results reveal that the participants were more accurate in Nyanja in comparison to English, but they were faster in English than Nyanja. Reading fluency variables were highly correlated suggesting a non-significant relationship between the two orthographies. Although our results were in conformity with and the supported the traditional models of reading acquisition and development theories suggesting significant differences as a function of orthographic depth, the mean differences were not statistically significant indicating that variations in reading fluency achievement among Zambian children were as marked as variations reported in comparisons between English and other European orthographies. It could be argued that the non-significant performance resulted from Zambian children’s bilingualism, which facilitates cross-linguistic transfer of reading skills between writing systems.
International Journal of Humanities Social Sciences and Education (IJHSSE), 2022
they are outside set diagnostic medical categories; knowledge and information is averagely low. T... more they are outside set diagnostic medical categories; knowledge and information is averagely low. The govermentalisation of health through ART seem 'de-normalising' for 60% of participants who think ART is a form of 'pharmaceutical colonialism' that is stagnating Zambia's national development. In the conclusion and final proposition, this paper shows that HIV can seem like a disappearing disease yet the challenges for ART are more medico-social and psychological than physiological. Since antiretroviral drugs increase life longevity, research focus and policy interventions should now shift from quantity (span) to quality of life on ART.
This paper discusses challenges faced by combined schools in Masaiti district which hinders the p... more This paper discusses challenges faced by combined schools in Masaiti district which hinders the provision of quality education. A mixed methods concurrent triangulation model was used in the study. The study was conducted in all the 8 purposively sampled combined schools in Masaiti district on the Copperbelt province of Zambia. The study sample had 138 respondents comprising 77 females and 61 males. Teachers and pupils were randomly selected while school administrators and the Ministry of General Education officials were purposively sampled. Focus Group Discussions, semi-structured interviews & mixed questionnaires were the research instruments used during data collection. Pupils, school administrators and the Ministry of General Education officials were interviewed while teachers responded to a questionnaire. Qualitative data was thematically analysed while quantitative data was analysed with the help of Statistical Package for Social Sciences (SPSS) software. The study revealed th...
 The paper examines how the teaching of Civic Education in Social Studies lessons is conducted t... more  The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary’s office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and document analysis. What emerged from the study was that teacher-centred mode of delivery was mostly used by teachers of Civic Education during classroom delivery as compared to use of learner-centred activities. Further, it was discovered that there were very few teachers who were trained in Civic Education. Hence, most of the teachers who taught Civic Education component in Social Studies lessons were trained in other subjects such as History, Geography, Business Studies, P...
This paper discusses the academic performance of pupils and what hindered them to perform well
in... more This paper discusses the academic performance of pupils and what hindered them to perform well in linear programming. The research was conducted on former Nkeyema secondary school pupils in western province of Zambia. The study sample had 15 participants comprising 8 females and 7 males purposively sampled. Focus Group Discussions and semi-structured interviews were the research instruments used and the gathered data was thematically analyzed. The study revealed that pupils experienced challenges associated with linear programming which hindered their academic performance. Some of these challenges were; failure to recognize variables and their units, failure to express variables in mathematical language, lack of understanding of terms of inequality among others. Due to these highlighted challenges, it was revealed that this school was recording very poor final examination results in linear programming. Therefore, the study recommended that the Ministry of Education should collaborate with parents and other relevant stakeholders in order to mitigate these challenges by providing necessary teaching/learning materials. In order to improve the academic performance of learners in linear programming, it was also recommended that teachers should employ appropriate teaching methods to enhance effective delivery more especially leaner centered methods where pupils take a central role during teaching/learning process.
The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to ... more The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary's office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and document analysis. What emerged from the study was that teacher-centred mode of delivery was mostly used by teachers of Civic Education during classroom delivery as compared to use of learner-centred activities. Further, it was discovered that there were very few teachers who were trained in Civic Education. Hence, most of the teachers who taught Civic Education component in Social Studies lessons were trained in other subjects such as History, Geography, Business Studies, Psychology, Religious Education and Special Education among others. Therefore, these teachers taught the component on secondment basis due to the shortage of qualified teachers of Civic Education in schools. In this regard, the study revealed that these teachers had limitations in pedagogical knowledge. Therefore, the study recommended among others that teachers of Civic Education should employ 21 st century teaching approaches (learner-centred activities) during their delivery. In addition, the Ministry of Education should employ more qualified teachers of Civic Education in schools. Further, it was recommended that the Ministry of Education and the Curriculum Development Centre through the District Education Board Secretary officials and school authorities should enhance Continuous Professional Development programmes (CPDs) in schools.
The article explores challenges associated with the teaching of Civic Education in Social Studies... more The article explores challenges associated with the teaching of Civic Education in Social Studies lessons at junior secondary school. An interpretive study was conducted which employed hermeneutic phenomenological approach. The sample size for the study was 12 comprising 2 females and 10 males drawn from the Ministry of Education district office and selected primary and secondary schools. All the participants were selected using homogenous purposive sampling. The data that was generated through semi structured interviews, observation schedules and document analysis was thematically analysed. The study established that there were many challenges associated with the teaching of Civic Education through Social Studies lessons. Some of them were shortage of qualified Civic Education teachers, a dearth of teaching/learning materials such as textbooks and computers. Also, substandard textbooks, shortage of desks, inadequate contact time and low literacy levels among learners among others. Based on the above highlighted challenges, the study recommended that Ministry of Education should employ adequate qualified Civic Education teachers. It was also recommended that Ministry of Education should allocate adequate funds to schools for the procurement of teaching/learning materials as well as enhancing field studies in order for learners to supplement on theories learnt in the classroom environment. Further, it was recommended that Ministry of Education should build and procure more school infrastructure.
The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to ... more The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary's office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and document analysis. What emerged from the study was that teacher-centred mode of delivery was mostly used by teachers of Civic Education during classroom delivery as compared to use of learner-centred activities. Further, it was discovered that there were very few teachers who were trained in Civic Education. Hence, most of the teachers who taught Civic Education component in Social Studies lessons were trained in other subjects such as History, Geography, Business Studies, Psychology, Religious Education and Special Education among others. Therefore, these teachers taught the component on secondment basis due to the shortage of qualified teachers of Civic Education in schools. In this regard, the study revealed that these teachers had limitations in pedagogical knowledge. Therefore, the study recommended among others that teachers of Civic Education should employ 21 st century teaching approaches (learner-centred activities) during their delivery. In addition, the Ministry of Education should employ more qualified teachers of Civic Education in schools. Further, it was recommended that the Ministry of Education and the Curriculum Development Centre through the District Education Board Secretary officials and school authorities should enhance Continuous Professional Development programmes (CPDs) in schools.
International Journal of Humanities Social Sciences and Education (IJHSSE), 2022
This paper discusses the academic performance of pupils and what hindered them to perform well in... more This paper discusses the academic performance of pupils and what hindered them to perform well in linear programming. The research was conducted on former Nkeyema secondary school pupils in western province of Zambia. The study sample had 15 participants comprising 8 females and 7 males purposively sampled. Focus Group Discussions and semi-structured interviews were the research instruments used and the gathered data was thematically analyzed. The study revealed that pupils experienced challenges associated with linear programming which hindered their academic performance. Some of these challenges were; failure to recognize variables and their units, failure to express variables in mathematical language, lack of understanding of terms of inequality among others. Due to these highlighted challenges, it was revealed that this school was recording very poor final examination results in linear programming. Therefore, the study recommended that the Ministry of Education should collaborate with parents and other relevant stakeholders in order to mitigate these challenges by providing necessary teaching/learning materials. In order to improve the academic performance of learners in linear programming, it was also recommended that teachers should employ appropriate teaching methods to enhance effective delivery more especially leaner-centered methods where pupils take a central role during teaching/learning process.
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue VII, July 2021|ISSN 2454-6186, 2021
The main purpose of this paper is to review literature on the emergence of the contemporary Socia... more The main purpose of this paper is to review literature on the emergence of the contemporary Social Studies on a global scale. It has been established that there is a controversy among Scholars on the global emergence of Social Studies, its definition, content and purpose. The paper has also established that Social Studies was being taught by teachers who are specialised in other social science subjects such as History, Geography, Civic Education among others. It has also been noted that Social Studies teachers face a number of challenges during their course of duty such as lack of teaching and learning materials, marginalisation of the subject by relevant authorities, limited instructional time and substandard text books used among others. Therefore, the established challenges have even contributed to poor academic performance of learners in Social Studies which is being experienced globally more especially in developing countries. Consequently, it is recommended that the government through Ministry of General Education (MoGE) should train and recruit qualified and competent Social Studies teachers to teach the subject at junior secondary school across the country to mitigate the challenge of the subject being taught by teachers trained in different subjects. Also, the MoGE and the Curriculum Development Centre (CDC) should collaborate and allocate more periods to the subject from the current 6 periods per week. Furthermore, it is recommended that the MoGE should strengthen Continuous Professional Development (CPD) activities in schools in order to reinvigorate pedagogies among Social Studies teachers. In addition, the government through the Ministry of Finance (MoF) should allocate more financial resources to the MoGE so that teaching/learning materials are procured for various schools across the country. Lastly, it is recommended that Social Studies teachers should integrate a variety of methods, techniques and strategies during the teaching process to enhance subject delivery.
International Journal on Studies in English Language and Literature (IJSELL), 2022
The aim of the present study was to examine the effects of orthographic opacity on reading fluenc... more The aim of the present study was to examine the effects of orthographic opacity on reading fluency. The focus was on evaluating the dynamics of reading fluency, particularly to determine how accuracy and speed skills are affected by orthographic transparency among bilinguals. A sample comprising of 108 fifth and sixth grade children were tested on two reading fluency passages in Nyanja and English writing system in Chipata and Chadiza Districts of the Eastern Province of Zambia. Errors committed and times taken to read were recorded in each language and child. Results reveal that the participants were more accurate in Nyanja in comparison to English, but they were faster in English that Nyanja. Reading fluency variables were highly correlated suggesting a non-significant relationship between the two orthographies. Although our results were in conformity with and the supported the traditional models of reading acquisition and development theories suggesting significant differences as a function of orthographic depth, the mean differences were not statistically significant indicating that variations in reading fluency achievement among Zambian children were as marked as variations reported in comparisons between English and other European orthographies. It could be argued that the non-significant performance resulted from Zambian children’s bilingualism, which facilitates cross-linguistic transfer of reading skills between writing systems.
International Journal on Studies in English Language and Literature (IJSELL), 2022
The aim of the present study was to examine the effects of orthographic opacity on reading fluenc... more The aim of the present study was to examine the effects of orthographic opacity on reading fluency. The focus was on evaluating the dynamics of reading fluency, particularly to determine how accuracy and speed skills are affected by orthographic transparency among bilinguals. A sample comprising of 108 fifth and sixth grade children were tested on two reading fluency passages in Nyanja and English writing system in Chipata and Chadiza Districts of the Eastern Province of Zambia. Errors committed and times taken to read were recorded in each language and child. Results reveal that the participants were more accurate in Nyanja in comparison to English, but they were faster in English that Nyanja. Reading fluency variables were highly correlated suggesting a non-significant relationship between the two orthographies. Although our results were in conformity with and the supported the traditional models of reading acquisition and development theories suggesting significant differences as a function of orthographic depth, the mean differences were not statistically significant indicating that variations in reading fluency achievement among Zambian children were as marked as variations reported in comparisons between English and other European orthographies. It could be argued that the non-significant performance resulted from Zambian children’s bilingualism, which facilitates cross-linguistic transfer of reading skills between writing systems. Keywords: Orthography, fluency, accuracy, reading speed, Nyanja, Zambia
International Journal on Studies in English Language and Literature (IJSELL), 2022
The aim of the present study was to examine the effects of orthographic opacity on reading fluenc... more The aim of the present study was to examine the effects of orthographic opacity on reading fluency. The focus was on evaluating the dynamics of reading fluency, particularly to determine how accuracy and speed skills are affected by orthographic transparency among bilinguals. A sample comprising of 108 fifth and sixth grade children were tested on two reading fluency passages in Nyanja and English writing system in Chipata and Chadiza Districts of the Eastern Province of Zambia. Errors committed and times taken to read were recorded in each language and child. Results reveal that the participants were more accurate in Nyanja in comparison to English, but they were faster in English than Nyanja. Reading fluency variables were highly correlated suggesting a non-significant relationship between the two orthographies. Although our results were in conformity with and the supported the traditional models of reading acquisition and development theories suggesting significant differences as a function of orthographic depth, the mean differences were not statistically significant indicating that variations in reading fluency achievement among Zambian children were as marked as variations reported in comparisons between English and other European orthographies. It could be argued that the non-significant performance resulted from Zambian children’s bilingualism, which facilitates cross-linguistic transfer of reading skills between writing systems.
International Journal of Humanities Social Sciences and Education (IJHSSE), 2022
they are outside set diagnostic medical categories; knowledge and information is averagely low. T... more they are outside set diagnostic medical categories; knowledge and information is averagely low. The govermentalisation of health through ART seem 'de-normalising' for 60% of participants who think ART is a form of 'pharmaceutical colonialism' that is stagnating Zambia's national development. In the conclusion and final proposition, this paper shows that HIV can seem like a disappearing disease yet the challenges for ART are more medico-social and psychological than physiological. Since antiretroviral drugs increase life longevity, research focus and policy interventions should now shift from quantity (span) to quality of life on ART.
This paper discusses challenges faced by combined schools in Masaiti district which hinders the p... more This paper discusses challenges faced by combined schools in Masaiti district which hinders the provision of quality education. A mixed methods concurrent triangulation model was used in the study. The study was conducted in all the 8 purposively sampled combined schools in Masaiti district on the Copperbelt province of Zambia. The study sample had 138 respondents comprising 77 females and 61 males. Teachers and pupils were randomly selected while school administrators and the Ministry of General Education officials were purposively sampled. Focus Group Discussions, semi-structured interviews & mixed questionnaires were the research instruments used during data collection. Pupils, school administrators and the Ministry of General Education officials were interviewed while teachers responded to a questionnaire. Qualitative data was thematically analysed while quantitative data was analysed with the help of Statistical Package for Social Sciences (SPSS) software. The study revealed th...
 The paper examines how the teaching of Civic Education in Social Studies lessons is conducted t... more  The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary’s office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and document analysis. What emerged from the study was that teacher-centred mode of delivery was mostly used by teachers of Civic Education during classroom delivery as compared to use of learner-centred activities. Further, it was discovered that there were very few teachers who were trained in Civic Education. Hence, most of the teachers who taught Civic Education component in Social Studies lessons were trained in other subjects such as History, Geography, Business Studies, P...
This paper discusses the academic performance of pupils and what hindered them to perform well
in... more This paper discusses the academic performance of pupils and what hindered them to perform well in linear programming. The research was conducted on former Nkeyema secondary school pupils in western province of Zambia. The study sample had 15 participants comprising 8 females and 7 males purposively sampled. Focus Group Discussions and semi-structured interviews were the research instruments used and the gathered data was thematically analyzed. The study revealed that pupils experienced challenges associated with linear programming which hindered their academic performance. Some of these challenges were; failure to recognize variables and their units, failure to express variables in mathematical language, lack of understanding of terms of inequality among others. Due to these highlighted challenges, it was revealed that this school was recording very poor final examination results in linear programming. Therefore, the study recommended that the Ministry of Education should collaborate with parents and other relevant stakeholders in order to mitigate these challenges by providing necessary teaching/learning materials. In order to improve the academic performance of learners in linear programming, it was also recommended that teachers should employ appropriate teaching methods to enhance effective delivery more especially leaner centered methods where pupils take a central role during teaching/learning process.
The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to ... more The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary's office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and document analysis. What emerged from the study was that teacher-centred mode of delivery was mostly used by teachers of Civic Education during classroom delivery as compared to use of learner-centred activities. Further, it was discovered that there were very few teachers who were trained in Civic Education. Hence, most of the teachers who taught Civic Education component in Social Studies lessons were trained in other subjects such as History, Geography, Business Studies, Psychology, Religious Education and Special Education among others. Therefore, these teachers taught the component on secondment basis due to the shortage of qualified teachers of Civic Education in schools. In this regard, the study revealed that these teachers had limitations in pedagogical knowledge. Therefore, the study recommended among others that teachers of Civic Education should employ 21 st century teaching approaches (learner-centred activities) during their delivery. In addition, the Ministry of Education should employ more qualified teachers of Civic Education in schools. Further, it was recommended that the Ministry of Education and the Curriculum Development Centre through the District Education Board Secretary officials and school authorities should enhance Continuous Professional Development programmes (CPDs) in schools.
The article explores challenges associated with the teaching of Civic Education in Social Studies... more The article explores challenges associated with the teaching of Civic Education in Social Studies lessons at junior secondary school. An interpretive study was conducted which employed hermeneutic phenomenological approach. The sample size for the study was 12 comprising 2 females and 10 males drawn from the Ministry of Education district office and selected primary and secondary schools. All the participants were selected using homogenous purposive sampling. The data that was generated through semi structured interviews, observation schedules and document analysis was thematically analysed. The study established that there were many challenges associated with the teaching of Civic Education through Social Studies lessons. Some of them were shortage of qualified Civic Education teachers, a dearth of teaching/learning materials such as textbooks and computers. Also, substandard textbooks, shortage of desks, inadequate contact time and low literacy levels among learners among others. Based on the above highlighted challenges, the study recommended that Ministry of Education should employ adequate qualified Civic Education teachers. It was also recommended that Ministry of Education should allocate adequate funds to schools for the procurement of teaching/learning materials as well as enhancing field studies in order for learners to supplement on theories learnt in the classroom environment. Further, it was recommended that Ministry of Education should build and procure more school infrastructure.
The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to ... more The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary's office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and document analysis. What emerged from the study was that teacher-centred mode of delivery was mostly used by teachers of Civic Education during classroom delivery as compared to use of learner-centred activities. Further, it was discovered that there were very few teachers who were trained in Civic Education. Hence, most of the teachers who taught Civic Education component in Social Studies lessons were trained in other subjects such as History, Geography, Business Studies, Psychology, Religious Education and Special Education among others. Therefore, these teachers taught the component on secondment basis due to the shortage of qualified teachers of Civic Education in schools. In this regard, the study revealed that these teachers had limitations in pedagogical knowledge. Therefore, the study recommended among others that teachers of Civic Education should employ 21 st century teaching approaches (learner-centred activities) during their delivery. In addition, the Ministry of Education should employ more qualified teachers of Civic Education in schools. Further, it was recommended that the Ministry of Education and the Curriculum Development Centre through the District Education Board Secretary officials and school authorities should enhance Continuous Professional Development programmes (CPDs) in schools.
International Journal of Humanities Social Sciences and Education (IJHSSE), 2022
This paper discusses the academic performance of pupils and what hindered them to perform well in... more This paper discusses the academic performance of pupils and what hindered them to perform well in linear programming. The research was conducted on former Nkeyema secondary school pupils in western province of Zambia. The study sample had 15 participants comprising 8 females and 7 males purposively sampled. Focus Group Discussions and semi-structured interviews were the research instruments used and the gathered data was thematically analyzed. The study revealed that pupils experienced challenges associated with linear programming which hindered their academic performance. Some of these challenges were; failure to recognize variables and their units, failure to express variables in mathematical language, lack of understanding of terms of inequality among others. Due to these highlighted challenges, it was revealed that this school was recording very poor final examination results in linear programming. Therefore, the study recommended that the Ministry of Education should collaborate with parents and other relevant stakeholders in order to mitigate these challenges by providing necessary teaching/learning materials. In order to improve the academic performance of learners in linear programming, it was also recommended that teachers should employ appropriate teaching methods to enhance effective delivery more especially leaner-centered methods where pupils take a central role during teaching/learning process.
International Journal of Research and Innovation in Social Science (IJRISS) |Volume V, Issue VII, July 2021|ISSN 2454-6186, 2021
The main purpose of this paper is to review literature on the emergence of the contemporary Socia... more The main purpose of this paper is to review literature on the emergence of the contemporary Social Studies on a global scale. It has been established that there is a controversy among Scholars on the global emergence of Social Studies, its definition, content and purpose. The paper has also established that Social Studies was being taught by teachers who are specialised in other social science subjects such as History, Geography, Civic Education among others. It has also been noted that Social Studies teachers face a number of challenges during their course of duty such as lack of teaching and learning materials, marginalisation of the subject by relevant authorities, limited instructional time and substandard text books used among others. Therefore, the established challenges have even contributed to poor academic performance of learners in Social Studies which is being experienced globally more especially in developing countries. Consequently, it is recommended that the government through Ministry of General Education (MoGE) should train and recruit qualified and competent Social Studies teachers to teach the subject at junior secondary school across the country to mitigate the challenge of the subject being taught by teachers trained in different subjects. Also, the MoGE and the Curriculum Development Centre (CDC) should collaborate and allocate more periods to the subject from the current 6 periods per week. Furthermore, it is recommended that the MoGE should strengthen Continuous Professional Development (CPD) activities in schools in order to reinvigorate pedagogies among Social Studies teachers. In addition, the government through the Ministry of Finance (MoF) should allocate more financial resources to the MoGE so that teaching/learning materials are procured for various schools across the country. Lastly, it is recommended that Social Studies teachers should integrate a variety of methods, techniques and strategies during the teaching process to enhance subject delivery.
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Keywords: Orthography, fluency, accuracy, reading speed, Nyanja, Zambia
in linear programming. The research was conducted on former Nkeyema secondary school pupils in western
province of Zambia. The study sample had 15 participants comprising 8 females and 7 males purposively
sampled. Focus Group Discussions and semi-structured interviews were the research instruments used and
the gathered data was thematically analyzed. The study revealed that pupils experienced challenges
associated with linear programming which hindered their academic performance. Some of these challenges
were; failure to recognize variables and their units, failure to express variables in mathematical language,
lack of understanding of terms of inequality among others. Due to these highlighted challenges, it was
revealed that this school was recording very poor final examination results in linear programming. Therefore,
the study recommended that the Ministry of Education should collaborate with parents and other relevant
stakeholders in order to mitigate these challenges by providing necessary teaching/learning materials. In
order to improve the academic performance of learners in linear programming, it was also recommended that
teachers should employ appropriate teaching methods to enhance effective delivery more especially leaner centered methods where pupils take a central role during teaching/learning process.
Keywords: Orthography, fluency, accuracy, reading speed, Nyanja, Zambia
in linear programming. The research was conducted on former Nkeyema secondary school pupils in western
province of Zambia. The study sample had 15 participants comprising 8 females and 7 males purposively
sampled. Focus Group Discussions and semi-structured interviews were the research instruments used and
the gathered data was thematically analyzed. The study revealed that pupils experienced challenges
associated with linear programming which hindered their academic performance. Some of these challenges
were; failure to recognize variables and their units, failure to express variables in mathematical language,
lack of understanding of terms of inequality among others. Due to these highlighted challenges, it was
revealed that this school was recording very poor final examination results in linear programming. Therefore,
the study recommended that the Ministry of Education should collaborate with parents and other relevant
stakeholders in order to mitigate these challenges by providing necessary teaching/learning materials. In
order to improve the academic performance of learners in linear programming, it was also recommended that
teachers should employ appropriate teaching methods to enhance effective delivery more especially leaner centered methods where pupils take a central role during teaching/learning process.