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TitleLearner performance and teaching in public secondary schools in Zambia : a critical study
AuthorHaamoonga, Brenda Cynthia
SubjectCritical study
SubjectPerformance of learners
SubjectPublic secondary schools
SubjectTeaching
SubjectZambia
Subject373.1264096894
SubjectHigh school students -- Zambia -- Copperbelt Province
SubjectAcademic achievement -- Zambia -- Copperbelt Province
SubjectSchool management and organization -- Zambia -- Copperbelt Province
SubjectEffective teaching -- Zambia -- Copperbelt Province
SubjectEducation, Secondary -- Zambia -- Copperbelt Province
SubjectPublic schools -- Zambia -- Copperbelt Province
Date2018-07-11T09:12:59Z
Date2018-07-11T09:12:59Z
Date2017-12
TypeThesis
Format1 online resource (xvii, 244 leaves) : illustrations
AbstractThe study was primary undertaken to critically study the nature of learner performance and teaching in public secondary schools in Zambia, with a focus on four public, co-education, day schools in the Copperbelt region for the purposes of addressing the challenge of poor performance in the Grade 12 National examinations that has characterised public secondary schools in the country. The researcher was guided by the main research question: ‘What is the nature of learner performance and teaching in public secondary schools in Zambia?’ The aim of the research was to establish the factors that negatively affected learner performance and teaching in the selected schools in order to develop effective mechanisms that would improve the education system in public secondary schools both at regional and national levels. The study was undertaken using a qualitative interpretive phenomenological approach mainly propounded by Martin Heidegger (1889-1976), for the purposes of collecting the lived experiences of the 24 purposively selected participants employed in this research: 4 head teachers, 8 teachers and 12 learners. Data collection was based on semi-structured interviews among the two longest serving teachers (male and female) per school and each of the head teachers in all the four schools; and two focus group interviews (from the highest and lowest performing schools) comprising six learners per group of equal gender among the selected Grade 12 candidates from the debate club and school council. The research also included analysis of documents like: school mission statements and visions, schemes and records of work and learners’ record of performance. The gathered information was manually analysed and interpreted. The major findings from the analysed data were that public secondary schools were negatively affected by four main categories of factors: (a) socio-economic factors; (b) the nature of the teaching and learning environment; (c) personal factors relating to the learners, teachers and head teachers; and (d) policy issues relating to learner enrolment and assessment, teacher selection, recruitment and development and highly controlled bureaucratic systems. The study established that improved learner performance is crucial to national development because the quality of an education system is measured by the performance of learners, and is the major drive for many aspects of development. The study also revealed that it was possible to improve learner performance, based on a number of lessons that can be drawn from the international research findings on characteristics of high-performing schools. Finally, the study recommends that public secondary schools in Zambia should revise their approach to enrolment of learners, teacher recruitment and development, and leadership appointment, and should adopt policies that meet the needs of the Zambian context as well as investing in research.
AbstractEducational Studies
AbstractD. Ed. (Philosophy of Education)
IdentifierHaamoonga, Brenda Cynthia (2017) Learner performance and teaching in public secondary schools in Zambia : a critical study, University of South Africa, Pretoria,
Identifierhttp://hdl.handle.net/10500/24461