http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/71 2026-05-23T13:22:00Z http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/210 ASSESSMENT OF THE STRATEGIES FOR ADDRESSING RECURRING OVER ENROLMENT ON THE ACADEMIC PERFORMANCE OF PUPILS: A CASE STUDY OF NAMAENYA, SEEYI, AND KAEYA PRIMARY SCHOOLS IN SENANGA DISTRICT MUBIANA, YUBAI To promote participation and access to education, the government introduced recurring over which has resulted into over-enrolment which has resulted into poor performance of pupils. The current study sought to assess the strategies for addressing recurring over-enrolment on the academic performance of pupils. The study employed the descriptive survey research design. Purposive sampling was used to select respondents. Questionnaires and interview schedules were used as tools for data collection. Data was analysed using descriptive statistics. The results of data analysis were presented using frequency distribution tables and bar graphs. The study established that high enrolment trends in primary schools led to overworking the staff members, inadequate teaching and learning facilities, poor sanitation facilities and inadequate classroom. The increased enrolment impacted to a great extent on the quality of learning in public primary schools. Based on the findings of the study, it is recommended that the government puts measures in place to avail facilities that match the pupils’ enrolment. Key Words: Enrolment, Quality of Learning The study assessed the strategies for addressing recurring over enrolment on the academic performance of pupils from Namaenya, Seeyi and Kaeya Primary School in Senanga District. The study adopted the descriptive survey design due to its suitability for describing the state of affairs, as they exist. Both qualitative and quantitative techniques were used to increase participants’ participation. The study targeted 93 respondents of which 15 were teachers, 40 were pupils, and 3 head teachers. Data were collected using questionnaires, interview guides, observation guides and document analysis guides. Quantitative data were coded and analyzed using descriptive statistics such as means, percentages, and frequencies. The data were presented in form of graphs, charts, and tables. Generalizations were formulated. Qualitative data were organized in relation to the themes or research questions and from this information, the researcher then wrote a narrative and interpretive report in order to explain and reflect the situation as it is occurring in the school. The findings of the study are that the strategies of assessing and dealing with recurring over enrolments to have good criteria of grading, put much effort in attendance, and subject pupils to standardized test, co-curricular activities, assessing pupils’ behavior. It has been discovered that, over enrolment is not well assessed dealt with, it leads to indiscipline, lack of dedication to duty Page IVby the teachers, lack of student control, lack of serious studies on the part of students and so on. Over-crowded school environment supports drug part-taking, cultism and all forms of illicit behavior. To overcome over-enrolment from recurring over should be addressed by building more schools to accommodate more pupils. 2022-08-01T00:00:00Z http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/206 FACTORS CAUSING THE NON-TEACHING OF MUSIC IN ZAMBIA: A CASE OF PRIMARY SCHOOLS IN CHONGWE DISTRICT,LUSAKA, ZAMBIA. MWILA, MARY The study investigated the factors causing the non-teaching of Music in primary schools of Chongwe district in Lusaka Province. The objectives of the study were to establish the reasons why most teachers did not teach Music, determine skills and knowledge levels of general teachers in Music, and assess the perception on the effectiveness of Music Education by teachers and administrators. The research included 48 teachers and four administrators from four primary schools namely; Chalimbana, Chongwe, Bimbe and Kabeleka. The questionnaires were administered to teachers and interviews were held with administrators in the primary schools under study. The descriptive research design was used because the research sought to collect information about the respondents’ opinions on the topic at hand. Qualitative data, with the emphasis on participants’ “lived experience” was fundamental for answering the research questions and to augment the body of existing data on the state of Music Education in primary schools. In general, the analysis of the data obtained revealed that factors pertaining to the state of Music Education in Zambia were related to unclear policy on Music Education, lack of support from stake holders in the Ministry of Education, Vocational Training and Early Education, inadequate teacher preparatory, teachers’ lack of confidence to teach Music, negative attitude towards the subject and lack of in-service teacher training and Continuous Professional Development (CPD). Other factors included lack of resources and combination of five contributory subjects into one subject area Creative Technology Studies. Recommendations include regular and deliberate promotion of in-service teacher training courses for Music and to come up with a clear policy on Music Education in order to encourage and improve the state of Music Education in primary schools. Regular sensitization should be adhered to in order to instil a sense of Music appreciation and intensify regular monitoring by Standards Officers and school administrators. Lastly, the Curriculum Development Centre should address the problem of teachers’ reference and text books which is prevalent in all primary schools and reconsider the combination of five subjects into one subject area. 2015-01-01T00:00:00Z http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/200 ASSESSING TEACHERS’ PERCEPTIONS ON COMBINED PRIMARY AND SECONDARY SCHOOL STRUCTURES: A CASE STUDY OF NAMALUNGU COMBINED SCHOOL IN SENANGA DISTRICT, WESTERN PROVINCE KUYELA, FRIDAH The purpose of this study was to find measures that can be employed to mitigate the challenges faced by combined schools. The objectives of the study were: to determine the attitudes of teachers toward the introduction of combined primary-secondary structure at Namalangu combined school, to establish the challenges of the combined primary-secondary structure at Namalangu combined school and to propose measures that can be employed to mitigate the challenges faced by combined schools. The study employed a case study design. It adopted purposive sampling to select teachers to take part in the study. To select the learners, random sampling was used. It used questionnaire, Focus Group Discussion (FGD) and observation to collect data. The findings of the study demonstrated that the major challenges faced by combined schools include: inadequate learning and teaching resources, limited school infrastructure and pupil congestion, the challenge of some learners with poor reading & communication skills, sexual harrasment of girls, shortage of qualified and specialized teachers, the challenge of most teachers not upgraded and confirmed and inadequate funds or government grant. 2022-01-01T00:00:00Z http://dspace.chau.ac.zm:8080/xmlui/handle/123456789/199 CAUSES AND EFFECTS OF POVERTY ON EDUCATIONAL ATTAINMENT IN ZAMBIA: A CASE OF LUELA PRIMARY SCHOOL IN KALULUSHI DISTRICT MUSUNTULA, PEGGY Poverty has however remained a stumbling block for most people to attain this basic right. This study sought to investigate the causes and effects of poverty on academic achievement in the Sabina community of Chambishi in Kalulushi district. As well, the researcher wanted to determine which school initiatives teachers believed to be helpful at mitigating these barriers. The study sought to expose the challenges poverty stricken pupils face in their quest for education, subsequently leading them to drop out of school. The methodology which guided this study was a case study. Data was gathered using questionnaires, face to face interviews and document analysis. A sample of thirty (30) pupils, 10 teachers, 10 parents and 10 teenagers who have dropped out of school was surveyed using in-depth interview and questionnaires. The study revealed that death of breadwinners and lack of education are the prime causes of poverty in the Sabina community. The results of this study indicated that poverty negatively impacts on the academic achievement of pupils. Findings also indicated that poverty related barriers were significant. School initiatives that were found most helpful were those that addressed chronic hunger, diverse learning needs, parental involvement, and sense of belonging. Teachers found that it was important for pupils to have access to adult mentors, to have opportunities to engage in the arts and physical activity, and to participate in learning experiences that are meaningful. Teachers also stressed the importance of inclusive school community. Findings indicated that most teachers felt that their teacher training had not prepared them adequately to teach in areas of high poverty, but that their professional development had increased their awareness and understanding of poverty related issues. The study therefore recommends that school authorities stagger payment of school fees in order to accommodate the less privileged students. The study further recommends that the donor community channel resources to education and feed pupils who came from impoverished backgrounds. 2020-12-07T00:00:00Z