https://ide.unza.zm/index.php/ZAJE/issue/feed 2022-12-28T13:44:07+00:00 UNZA Press c/o Melvin Simuchimba GER Campus P.O Box 32379 L scsimuchimba@yahoo.ca Open Journal Systems <p>The journal is published bi-annually by the School of Education of the University of Zambia through its Editorial Board. Contributions of articles are invited from researchers, teacher educators, institutional managers, teachers, and other practitioners of education in Zambia, the sub-region and beyond.</p> https://ide.unza.zm/index.php/ZAJE/article/view/920 2022-12-28T11:18:57+00:00 Kingsley Oriahbure Oaikhena kingsley.oaikhena@uniben.edu Susan Osarenkhoe Igbineweka susanblossom123@gmail.com

This study investigated the impingements of age and parent’s socioeconomic status on the efficacy of solution-focused brief therapy in managing socially maladjusted senior secondary school students in Benin metropolis. Two (2) research questions and corresponding hypotheses were tested at 0.05 alpha level. A quasi-experimental design using pre-test, post-test, non-equivalent control group was adopted. The study had a sample of seventy two (72) students in SSII class was drawn from two (2) selected schools. The multi-stage sampling technique was adopted to draw samples across four stages and two (2) schools emerged as the treatment and control group with thirty eight (38) and thirty four (34) participants respectively. The School Social Maladjustment Questionnaire (SSMQ) was the instrument used for both the pre-test and post-test. The reliability coefficient index of 0.85 was obtained. The data collected were analysed, using mean, standard deviation and two way ANOVA statistics. The findings showed that there are no treatment interaction effects by age and parents socio-economic status of social maladjustment mean scores of adolescents in public senior secondary schools (p>0.05). Based on the findings, the study concluded that solution-focused brief therapy was effective in managing socially maladjusted secondary school adolescents, but there was no interaction effect of age and parent’s socioeconomic status on the treatment outcome. The study recommended that the therapy should be used on larger population of participants and academic class level for a re-validation of its effective outcome

2022-12-28T11:18:56+00:00 ##submission.copyrightStatement## https://ide.unza.zm/index.php/ZAJE/article/view/921 2022-12-28T11:28:59+00:00 Mwazanji Phiri mwazzy2002@yahoo.co.uk Melvin Simuchimba melvin.simuchimba@unza.zm Tomaida Milingo t.milingo@unza.zm

This study investigated the effectiveness of the Re-entry Policy Revised Guidelines and the Ban on Corporal Punishment in selected secondary schools of Chongwe and Lusaka districts. It involved key stakeholders, including Ministry of General Education (now Ministry of Education) officials in the Lusaka province and the two districts, head teachers, and teachers in those schools (as implementers), and pupils and their parents (as beneficiaries). Since the study was qualitative in nature, the descriptive design and qualitative methods were used for data collection. Secondary data was collected from literature including journals, organizational reports and the government of Zambia policy statements. The study findings were that the two measures were ineffectively implemented, which caused them not to be effective and fail to meet their intended objectives. Therefore, the study recommended that MoGE disseminates both the Re-entry Policy revised guidelines. In the case of corporal punishment, MoGE should first develop guidelines on alternative disciplinary measures to be used in schools. There should be a deliberate programme to ensure that teachers, pupils and parents are knowledgeable of the contents for both (the revised guidelines and alternative punishment guidelines). In addition, MoGE should develop a monitoring and evaluation system to ensure that there is effective monitoring and evaluation at school, district, provincial and national levels of both measures while remedial actions are made timely.

2022-12-28T11:28:59+00:00 ##submission.copyrightStatement## https://ide.unza.zm/index.php/ZAJE/article/view/922 2022-12-28T13:19:11+00:00 Adesoji A Oni aoluoni@yahoo.com Titilayo I. Soji-Oni tiejoke@yahoo.com

This study investigated the Pre-service teacher quality and attainment of teacher education goals in Nigeria with particular focus on Osun state colleges of education. Descriptive survey research design was used for sample of 62 student teachers randomly selected from Osun state colleges of education. The face and content validity was determined. Four hypotheses were tested at 0.05 level of significance. The study revealed the following results: There is significant relationship between pre-service teacher production quality and attainment of teacher education goals in Osun State Colleges of Education. There is no significant relationship between challenges of teacher education and quality of pre-service student but challenges of teacher education has significant influence on the attainment of teacher education goals. Moreso, there is no significant gender difference on pre-service teacher production quality in Osun State Colleges of Education. In the light of the study`s results, the researchers presented a number of recommendations and proposals the most important of which are: The curriculum content for teacher education has to be readjusted so that it fits into the allocated time more practically than theoretically. Conducting in-service training for teacher educators: The changes in the approach content/teacher-centred approach to competency/learner-centred approach needs in-service training for the teacher educators to be able to manage classes in the new approach. Since the approach is new, it is inevitable that new and old teacher educators get trained on the new skills. The training will facilitate teacher educators into skills on how to manage large classes under the new approach. If this is done on a regular basis, teacher educators will be capable of facilitating the learning tasks more easily and with confidence.

2022-12-28T13:19:10+00:00 ##submission.copyrightStatement## https://ide.unza.zm/index.php/ZAJE/article/view/923 2022-12-28T13:27:05+00:00 Deborah Lungu bmsitwe@gmail.com Sitwe Benson Mkandawire b.mkandawire@unza.zm

This article advances the contribution of the physical environment to the teaching and learning of literacy skills among Grade Two pupils in selected primary schools of Lusaka District of Zambia. As a descriptive qualitative research design, data was collected through face-to-face interviews and observation using the observation checklist and an interview guide. The targeted population was all primary schools, Grade Two pupils, and early grade teachers of Lusaka District. The sample size was four (4) primary schools and one hundred and twenty (120) Grade Two learners and thirty (30) primary school teachers handling early graders. Findings of the study revealed that the teaching and learning environment played a significant role on the teaching and learning of reading. Diverse factors in classes such as location of the school, print environment, class size, sitting arrangement, design of the class, and nature of materials contributed to the teaching and learning of literacy in the targeted schools. The researcher recommended that head teachers and class teachers should ensure that early grade classroom environments have rich print environment, the Ministry of Education should build library facilities in every primary school to encourage a culture of reading in Zambia. The government should shut down bars and drinking places located near schools.

2022-12-28T13:27:05+00:00 ##submission.copyrightStatement## https://ide.unza.zm/index.php/ZAJE/article/view/924 2022-12-28T13:37:12+00:00 Mohammed Usman Sani mohdsaniusman@yahoo.com Jimada Yahaya Danladi mohdsaniusman@yahoo.com Lopwus Mut’ngap Amos mohdsaniusman@yahoo.com

Failure to understand the school system gives rise to non-meeting up to Curriculum Implementation of agreed plan and leads to nonperformance. The purpose of this study was to assess the attitude of physical education teachers influencing secondary schools physical education curriculum in Nigeria. To achieve this purpose, purposive sampling technique was used to select the samples from the Six {6} Geo- political zones and the respondents consisted of head of Physical Education Teachers in the Public and Private Secondary Schools. The population for the study was all secondary schools of Fifty Four thousand Five hundred and twenty- one (54,521) with sample size of Six hundred and Fifty six (656). The data collected were statistically analysed using inferential statistics of One Sample t- test used to test the hypotheses. The major findings from the study showed that attitudes of physical education Teachers was T- Cal of 3.109 and P- Val of 0.007 influence the implementation of secondary schools Physical Education curriculum in Nigeria. The researcher recommended the need for all secondary school teachers and students to change their attitude towards physical education as a subject and should strictly adhered to the curriculum to be implemented.

2022-12-28T13:37:11+00:00 ##submission.copyrightStatement## https://ide.unza.zm/index.php/ZAJE/article/view/925 2022-12-28T13:44:07+00:00 Melvin Simuchimba melvin.simuchimba@unza.zm Fridah Mulenga Chilufya melvin.simuchimba@unza.zm

The study mainly investigated the perceptions of non-Christian learners, parents and religious leaders on multi-faith Religious Education (RE) in Zambia, focusing on selected secondary schools in Ndola district. It thus aimed at finding out the perceptions of non-Christian learners, parents and non-Christian religious leaders on secondary school RE. Being qualitative in nature, the study employed qualitative approaches, which are appropriate for studying people’s attitudes, perceptions, views, opinions and feelings. This qualitative approach involved the use of interviews and focus group discussions with non-Christian learners, parents and religious leaders; it also involved some relevant document analysis. The findings of the study showed that the non-Christian pupils, parents and non-Christian religious leaders perceived the senior secondary school RE syllabuses 2044 and 2046 as being more of Christian Education than multi-faith RE as most of the topics in the syllabuses were about Christianity while their religious traditions were not adequately and correctly represented. Additionally, there were no teaching and learning materials for the non-Christian religions to facilitate proper teaching and learning. The study therefore recommended that the Zambian secondary school RE syllabuses should be revised so that they become more inclusive in nature and content, thereby representing all stakeholders fully. In doing so, the leaders of the different religious traditions covered in RE should be consulted and involved in providing or producing relevant teaching and learning materials. The non-Christian religious leaders should be proactive in lobbying the Ministry of general Education to make Zambian RE more inclusive of their religions. Furthermore, teachers of RE should be sensitized to become more resourceful in finding relevant teaching and learning materials for topics involving non-Christian religions.

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