The Teaching of Social Studies in Zambia A Case of Selected Secondary Schools in Ndola District, Zambia
Main Article Content
Abstract
This study sought to establish how the teaching of Social Studies in selected secondary schools of Ndola District, Zambia was done. To do so, this study had to find out how teachers were teaching social studies, the challenges (if any) teachers were facing in the teaching of social studies and to establish strategies of improve the teaching of social studies. This study took a qualitative approach and used a descriptive research design. Data was collected using oral interviews. Homogeneous purposive sampling technique was used to target the participants who were fifteen. The key findings of this study were that teachers were facing numerous challenges in teaching social studies and these included: Lack of teaching and learning materials especially textbooks, lack of trained social studies teachers, inadequate time allocation and bulkiness of social studies content. Based on these findings, this study recommends the following to the Ministry of Education: To allocate adequate funds to schools for the procurement of teaching/learning materials especially quality textbooks for social studies, conduct fast track training, recruitment of social studies teachers and to revise the social studies curriculum further through an inclusive process.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
KNUMJ uses Creative Common (CC) Attribution (BY) 4.0 International License which guarantees people (readers) and organisations unlimited rights to share, use, and build upon works published in this journal; all they need to do is to acknowledge the sources (authors).
References
Hangoma, Annie Ng’andu (2020). Challenges Faced in the Teaching and Learning of Social Studies in Selected Primary Schools in Lusaka District of Zambia: A Dissertation Submitted to the University of Zambia in Partial Fulfilment of the Requirements for the award of the Degree of Master of Education in Primary Education. Lusaka: University of Zambia.
Hollstein, M. S. (2018). Social Studies in South Korea: Examining Teacher and Teacher Educator’s Views. Journal of International Social Studies, 8(2), 78-102.
Isiteketo, Jonathan and Izukanji, Siame (2019). Assessment of the Challenges and Opportunities of Teaching Geography in the Integrated Social Studies Curriculum: A Case of Mwandi District. International Journal of Multi – Disciplinary Research. Vol. 5 Issue 3.
Magasu Oliver et al (2020a). Pedagogical Challenges in Teaching Civic Education in Secondary Schools in Zambia. International Journal of Science and Research (IJSR) ISSN: 2319-70 Volume 9 Issue 3. Pp.1483 – 1488
Magasu, O., Muleya, G. & Mweemba, L. (2020b). Teaching Strategies used in Civic Education Lessons in Secondary Schools in Zambia. International Journal of Research - Granthaalayah, 8(2), 39-46. Https://doi.org/10.5281/zenodo.3692546.
Magasu Oliver et al (2021). Secondary School Teachers‟ Preparedness in Implementing the Revised Education Curriculum Framework of 2013 in Zambia: A Pedagogical Perspective. International Journal of Research and Innovation in Social Science (IJRISS), Volume V, Issue IV, ISSN 2454-6186. Pp. 282 – 289
Magasu, O. & Sianyana, J. (2022). Challenges of Teaching Civic Education as Part of the Integrated Social Studies Curriculum in Zambia: A Case of Selected Secondary Schools in Chongwe District. International Journal of Research and Innovation in Social Science, V. 6, Issue 1, pp. 554 - 562
Mambwe, Robinson (2019). Social Studies Student Teachers‟ Views on the Implementation of Learner-Centred Approach in Zambian Primary Schools. International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue III, |ISSN 2454- 6186.
MoE (1996). Educating Our Future: National Policy on Education. Lusaka: GRZ
MoE (2013) Zambia Revised Curriculum Frame work. Lusaka: GRZ
Moobola, Larry and Mulenga, Innocent Mutale (2020). Social Studies Curriculum at the Crossroads: Implementation of the Secondary School Social Studies Curriculum in Chingola District of Zambia. European Journal of Education Studies. Vol. 7, Issue 3.
Mufalo, Mutau Setwin et al (2021). Exploring the Global Emergence of Social Studies at Junior Secondary School: A Glance on Literature Review. International Journal of Research and Innovation in Social Science Volume V, Issue VII, 2454-6186.
Oats, Reginald (2018). Challenges of Teaching Citizenship Education Topics at Senior Secondary School Level in Botswana, Research & Reviews: Journal of Educational Studies.
Patton, M. Q. (1990). Qualitative Evaluation and Research Methods (2nd ed.). Newbury Park, CA: Sage.
Rogayan, D. V. Jr and Villanueva, E. E. N. (2019). Implementation status of K12 Social Studies program in Philippine Public Schools. PEOPLE: International Journal of Social Sciences, 5(3), 233-250.
Sofadekan, Adedayo Oyewole (2012). Social Studies Education in Nigeria: The Challenge of Building a Nation. A Thesis submitted for the degree of Doctor of Philosophy, London: Brunel University.