Primary teachers’ conceptual understanding and implementation of components of a science lesson plan in three selected primary schools of Chibolya Zone, Lusaka district.

Item

Title
Primary teachers’ conceptual understanding and implementation of components of a science lesson plan in three selected primary schools of Chibolya Zone, Lusaka district.
Creator
Mambwe, Betty Bethar
Date
2024-05-16T12:31:24Z
Date Available
2024-05-16T12:31:24Z
Date Issued
2024
Abstract
This study sought to examine the primary teachers’ conceptual understanding and implementation of the components of a Science Lesson Plan in three selected primary schools in Chibolya Zone in Lusaka District. The study explored the primary teachers’ conceptual understanding of the components of a science lesson plan, determined what primary teachers write on the components of a science lesson plan and found out how primary teachers implement of written science lesson plans. This study employed a pre-experimental survey design, which allows for a mixed approach. The study sample consisted of thirty (30) primary school teachers from the three selected primary schools in Chibolya Zone of Lusaka District. The three primary schools were selected randomly out of the five schools in Chibolya Zone. The thirty (30) teachers were purposively chosen. Data was collected using a questionnaire, document analysis and observation schedule. SPSS was used to generate descriptive statistics as tests of significance were not the goal of the study. Thematic analysis was used to categorise data qualitative data broadly as befits a pre-experimental survey design. The findings of the study revealed that the majority of primary teachers either possessed knowledge of the components but failed to apply them in practice, or lacked understanding of the components but still incorporated them into their lesson preparation. The findings showed that primary teachers had a relatively shallow conceptual understanding of the various components of a lesson plan as evidenced in the conceptual knowledge test. The findings of the study also revealed that some teachers’ lesson plans did not have some components that are fundamental in lesson delivery. Lastly, statistical evidence showed there were discrepancies between what was written in the lesson plans and what was being implemented in the lessons. Based on the findings, it is recommended that a policy could be suggested to introduce mandatory continuous professional development as a potential development for teachers to acquire skills for planning to teach. It is recommended that there could be clear teacher requirements in schools in terms of the appropriate design and format of the lesson plans by teachers. Lastly, in strengthening compliance to lesson plan implementation, more classroom inspections should be undertaken.
uri
https://dspace.unza.zm/handle/123456789/8617
Language
en
Type
Thesis
Item sets
The University of Zambia Collections