Volume 3 Issue 2 Mar-Apr 2025

Sadden Migration Of Primary School Teachers To Secondary School In Mbala District

Authors: Windsor Mweemba

Abstract: The massive migration of primary school teachers to secondary schools poses a significant challenge in Mbala District, affecting the quality of education delivery at the primary level. This research aims to thoroughly investigate the basic factors influencing this migration phenomenon or trend. Preliminary data analysis reveals several key factors contributing to this migration trend. Results indicate that one of the primary reasons for the migration of primary school teachers to secondary schools is the desire for career advancement and professional growth. Many teachers perceive secondary schools as offering better career prospects and opportunities for professional development. Furthermore, the lack of adequate resources and infrastructure in primary schools is identified as a significant factor driving teachers to seek employment in secondary schools. Issues such as limited teaching materials, overcrowded classrooms, and inadequate facilities create a challenging work environment for primary school teachers, prompting them to seek better working conditions elsewhere. Moreover, socio-economic factors play a crucial role in the migration of primary school teachers to secondary schools. Higher salaries and better benefits offered in secondary schools serve as strong incentives for teachers to make the transition, seeking improved financial stability and job security. Furthermore, the perceived prestige associated with teaching in secondary schools also influences teachers’ decisions to migrate. Secondary school teaching is often viewed as more prestigious and socially valued compared to primary school teaching, leading teachers to pursue opportunities in secondary education. Besides, preliminary findings of this research highlights on the multifaceted factors that contribute to the migration of primary school teachers to secondary schools in Mbala District. Addressing these factors requires a holistic approach that addresses both the professional and socio-economic needs of teachers in primary schools to mitigate the challenges associated with teacher migration and ensure the quality of education at the primary level: Moreover, the target population will be 300 respondents. A sample size will be 60 per school characterized by: 25 pupils, 10 teachers, 5 parents, 5 head teacher, and their 5 deputies, and 10 senior teachers will be drawn from the five sampled public primary schools in Mbala District of Northern Province.

To Assess the Relationship Between Home Environment and Learner Discipline: A Case Study of Five Selected Public Primary Schools in Kasama District of Northern Province of Zambia

Authors: Mbonga Mbuzi

Abstract: This study investigates the nature of indiscipline among pupils in selected primary schools in Kasama District, focusing on peri-urban settings. The objectives are to examine the types and manifestations of indiscipline, identify the contributing factors, and assess the influence of home environments. Using a mixed-methods approach, data were collected from teachers, school administrators, and pupils through questionnaires, interviews, and classroom observations. The findings reveal a range of indiscipline forms including absenteeism, disrespect for authority, and classroom disruptions. Key contributing factors include socio-economic status, parental involvement, peer pressure, and ineffective school policies. The study concludes with recommendations for strengthening home-school collaboration, enhancing teacher training in classroom management, and implementing consistent disciplinary measures.

An Investigation Into The Effects Of Free Education On Pupil Enrollment: A Case Study Of Three Selected Public Day Secondary Schools In Kasama District, Northern Province Of Zambia

Authors: Namutenda Amanda

Abstract: This study investigates the effects of the free education policy on pupil enrollment in three selected public day secondary schools in Kasama District, Northern Province of Zambia. The introduction of free education in Zambia aimed to remove financial barriers to secondary education. A mixed-methods approach was used, combining quantitative enrollment data with qualitative insights from school administrators, teachers, and parents. The findings reveal a significant increase in enrollment post-policy implementation. However, the rise in pupil numbers also brought about overcrowding, strained resources, and teacher shortages. While free education improved access, quality challenges emerged. The study recommends enhanced investment in infrastructure, teaching resources, and staff recruitment to ensure both access and quality are achieved.

AN INVESTIGATION INTO THE IMPACT OF CELL PHNES ON THE SOCIALIZATION OF TEENAGERS: A CASE STUDY OF FOUR SELECTED GOVERNMENT SECONDARY SCHOOLS IN KASAMA DISTRICT OF NORTHERN PROVINCE OF ZAMBIA

Authors: Beatrice Musonda

Abstract: We live in a world where we are faced with rapid and dynamic changes in communication technologies. The cell phone is one of the rapidly growing communication tools in the world. The number of mobile phone users in Zambia currently stands at 10.2million (Zambia Communications Authority, 2012). Statistics show that 44% of teenagers aged between 15-19 years own a mobile phone while 85% of those aged between 12-19 years are cell phone users. These statistics provide an important background for undertaking a research on teenagers and cell phone. This study looks into the influence of cell phone usage among teenagers on social interactions and socialization in the community. There have been a number of suggested theories and studies that have been contributed to the rising popularity and commonality of cell phones as to how they are affecting the way individuals are interacting in society. The advent of the mobile phone has denied people the opportunity to interact more socially including face to face interactions. People are spending more time on their phones communicating to those within their social circles and ignoring proximate others and adjacent surroundings. A disconnect however exists between the level of social investment in social interactions and cell phone usage occasioning to loss of social capital. This therefore led to the need of undertaking a study to establish and determine how the cell phone usage among teenagers has affected social interactions in communities with a view of coming up with recommendations on how to overcome them. Specifically, the study establishes how independent variables like socialization, communication and entertainment through the phone, has an influence on the social interactions in communities, which is the dependent variable in Kasama, Zambia. Descriptive survey design will be used and a sample of 3 compounds and 4 public secondary schools in Kasama will be selected through stratified sampling and simple random sampling methods. Teenagers including students, teachers, parents and community members of the sampled schools and compounds formed the study respondents. Questionnaires with both will be closed and open-ended questions will be used to collect data as well as observation and interview methods. The findings from this study established that most of the cell phone usage among teenagers has a negative influence on social interactions within the community. The target population will be 320 which will consist of a sample of 50 recipients: 12 Ict teachers, 3 school administrators and 12 parents of the learners and 30 learners from the four selected public day secondary learning institutions in Kasama district: Peas Kampinda, Henry Kapata, Misamfu and Kateshi. Therefore, the research study will adopt simple random Sampling and purposive sampling techniques to sample its respondents. The research study by classification consists of five chapters. Chapter one provides the introduction of the research problem, background of the problem, objective of the study, research questions and the significance of the study. Chapter two provides literature review. Chapter three gives research methodology and chapter four offers the research finding. Chapter five provide the conclusion and recommendations.

BARRIERS TO ACCESSING QUALITY EDUCATION IN RURAL ZAMBIA: A CASE STUDY OF NCHELENGE DISTRICT

Authors: Chibuye Dorica

Abstract: Education is a fundamental human right and a key driver of sustainable national development. In rural Zambia, particularly Nchelenge District, accessing quality education is fraught with challenges. This study uses a mixed-methods approach combining surveys, interviews, and document analysis to identify core barriers including poverty, infrastructure deficits, geographical isolation, and limited community participation. Findings call for holistic, context-sensitive interventions to enhance educational outcomes.

CAUSES OF EARLY MARRIAGES IN RURAL AREAS. A CASE STUDY OF NCHELENGE DISTRICT

Authors: Mr Chifwesa Michael

Abstract: Education is a fundamental human right and a key driver of sustainable national development. In rural Zambia, particularly Nchelenge District, accessing quality education is fraught with challenges. This study uses a mixed-methods approach combining surveys, interviews, and document analysis to identify core barriers including poverty, infrastructure deficits, geographical isolation, and limited community participation. Findings call for holistic, context-sensitive interventions to enhance educational outcomes. Child marriage, defined as the union of individuals under 18, represents a profound violation of human rights and severely hinders educational opportunities for young women. This practice is particularly prevalent in impoverished households and is linked to poverty and low economic development, with cultural norms in rural Zambia further perpetuating it. This study utilized a mixed-methods approach, combining quantitative and qualitative data through a cross-sectional design in Nchelenge, Luapula Province, with a sample of 102 participants, including 100 randomly selected respondents and 2 purposively selected key informants. Data were collected via self-administered questionnaires for participants and an interview guide for key informants, with quantitative analysis conducted using SPSS version 16.0 and qualitative data analyzed manually. Findings highlight the negative impact of early marriage on youth in rural areas and suggest strategies for mitigation. The study calls for coordinated efforts among stakeholders, particularly emphasizing the Ministry of Community and Child Development’s role in enforcing measures against child marriage.

THE ROLE OF MOTHER TONGUE INSTRUCTION AT LOWER PRIMARY EDUCATION: EVALUATING THE EFFECTIVENESS OF TEACHING ICIBEMBA IN PRIMARY SCHOOLS OF MWANSABOMBWE DISTRICT, LUAPULA PROVINCE

Authors: Mukulampashi Jacob

Abstract: This study investigated the effectiveness of mother tongue instruction, specifically the use of Icibemba, in enhancing learning outcomes among lower primary school pupils in Mwansabombwe District, Luapula Province, Zambia. In alignment with Zambia’s language-in-education policy, which promoted the use of local languages from Grades 1 to 4, the research assessed the academic performance of learners taught in Icibemba, evaluated teachers’ preparedness and capacity to deliver instruction in the language, examined the availability of teaching and learning materials, and explored parental and community perceptions regarding mother tongue education. A mixed-methods approach was employed, combining quantitative data from pupil performance assessments and school records with qualitative data gathered through interviews, classroom observations, and focus group discussions involving teachers, parents, and education officials. The findings indicated that instruction in Icibemba significantly supported early literacy and numeracy development when delivered by trained teachers using appropriate materials. However, the study also revealed challenges such as inadequate teaching resources, limited teacher training, and mixed community attitudes toward local language instruction, which hindered its full effectiveness. The study concluded that while mother tongue instruction in Icibemba held promise for improving educational outcomes at the lower primary level, its success depended on strengthening teacher support systems, increasing resource allocation, and promoting community sensitization. Recommendations included enhanced teacher training, curriculum development in local languages, and stronger policy implementation to ensure equitable and effective early education.

Investigating Administrative Challenges In Implementing Inclusive Education: A Case Study In Selected Primary Schools In Mansa District

Authors: Lukonde Derrick

Abstract: This study aimed to explore the challenges faced by school administrators in implementing inclusive education in selected primary schools in Mansa District. Despite the introduction of inclusive education policies in Zambia, many schools struggle with practical implementation due to infrastructural limitations, lack of training, and inadequate teaching and learning materials.Infrastructural deficits, untrained personnel, limited community involvement, and the absence of assistive teaching and learning materials have significantly hindered progress. The qualitative methodology adopted in this study enables a deep exploration of these issues, bringing forth authentic voices of the administrators who navigate these difficulties daily. Findings revealed systemic and institutional barriers impeding successful inclusion, including attitudinal biases and limited stakeholder support. The study concludes with policy recommendations aimed at capacity building and resource allocation to ensure effective inclusive practices in primary schools. This paper advocate for comprehensive reform encompassing training, infrastructural investments, and strengthened intersectoral collaboration to achieve inclusive educational settings that are both functional and equitable.

AN INVESTIGATION INTO FACTORS LEADING TO POOR GRADE TWELVE EXAMINATION RESULTS IN ZAMBIA: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN NCHELENGE DISTRICT

Authors: Lupako Wellington Museka

Abstract: This study investigates the factors contributing to poor Grade Twelve examination results in Zambia, with a specific focus on selected secondary schools in Nchelenge District. The research explores how inadequate access to quality education, especially in science subjects—Biology, Chemistry, Physics, Mathematics, and Computer Science—impacts student performance. A particular emphasis is placed on examining the role of Information and Communication Technology (ICT) in addressing these challenges. Through a mixed-methods approach, including pre- and post-test assessments, surveys, and qualitative interviews with teachers and students, the study evaluates the effectiveness of ICT tools such as instructional videos, interactive simulations, and online problem-solving exercises in improving academic outcomes. Results suggest that ICT integration can significantly enhance students’ understanding of complex scientific concepts, reduce gender disparities in performance, and increase overall student engagement. However, challenges such as limited infrastructure, inadequate teacher training, and unreliable electricity and internet connectivity hinder the full potential of ICT in rural schools. This study recommends curriculum reforms, continuous teacher training, and increased investment in educational technology to foster better academic outcomes and bridge the educational divide between rural and urban Zambia.

INVESTIGATING HOW CATCH UP PROGRAMS PROMOTE EDUCATIONAL EQUALITY AND ACCESS FOR MARGINALIZED STUDENTS, PARTICULARLY THOSE WITH DISABILITIES AND THOSE FROM LOW INCOME FAMILIES.

Authors: Mambwe Jackson

Abstract: This study investigates the factors contributing to poor Grade Twelve examination results in Zambia, with a specific focus on selected secondary schools in Nchelenge District. The research explores how inadequate access to quality education, especially in science subjects—Biology, Chemistry, Physics, Mathematics, and Computer Science—impacts student performance. A particular emphasis is placed on examining the role of Information and Communication Technology (ICT) in addressing these challenges. Through a mixed-methods approach, including pre- and post-test assessments, surveys, and qualitative interviews with teachers and students, the study evaluates the effectiveness of ICT tools such as instructional videos, interactive simulations, and online problem-solving exercises in improving academic outcomes. Results suggest that ICT integration can significantly enhance students’ understanding of complex scientific concepts, reduce gender disparities in performance, and increase overall student engagement. However, challenges such as limited infrastructure, inadequate teacher training, and unreliable electricity and internet connectivity hinder the full potential of ICT in rural schools. This study recommends curriculum reforms, continuous teacher training, and increased investment in educational technology to foster better academic outcomes and bridge the educational divide between rural and urban Zambia. Marginalized learners, particularly those with disabilities and those from low-income families, continue to face significant barriers to accessing quality education. Catch-up programs have emerged as critical interventions aimed at addressing learning gaps and promoting educational equality. This study investigates how catch-up programs are implemented to enhance educational access and equity for marginalized learners in selected schools in Nchelenge District. The purpose of the study was to examine the effectiveness of these programs in improving learning outcomes and supporting inclusive education for vulnerable groups. A qualitative case study design was employed, involving semi-structured interviews with teachers, school administrators, and district education officers, as well as focus group discussions with learners. Document analysis supplemented primary data collection. Findings revealed that catch-up programs have a positive impact on learners’ academic progress, particularly when supported by trained personnel, adequate teaching materials, and community involvement. However, challenges such as limited resources, insufficient teacher training, and lack of targeted support for learners with disabilities hinder the full potential of these programs. The study concludes that while catch-up programs hold promise for advancing educational equity, their success depends on sustained investment, inclusive design, and strong policy support tailored to the needs of marginalized learners.

THE ROLE OF SCHOOL COMMUNITY PARTNERSHIP IN IMPROVING LEARNER PERFORMANCE IN SELECTED SCHOOLS: A CASE STUDY OF MANSA DISTRICT IN LUAPULA PROVINCE OF ZAMBIA

Authors: Musonda Kambele Lameck

Abstract: This theoretical literature review explores the role of School-Based Assessment (SBA) in enhancing the validity of Grade 7 examinations in selected primary schools in Kitwe District. Grounded in constructivist theory, the review examines the contributions of key figures such as Jean Piaget, Jerome Bruner, and John Dewey in shaping the relationship between SBA and assessment validity. The study highlights how SBA promotes a more holistic understanding of student learning by emphasizing active engagement, continuous assessment, and the application of knowledge in real-world contexts. It argues that SBA, when properly integrated into the curriculum, provides a more comprehensive measure of students’ abilities, aligning assessment practices with constructivist principles.

DOI: http://doi.org/

EVALUATING THE IMPACT OF TECHNOLOGY INTEGRATION ON ADMINSTRATIVE EFFICIENCY IN EDUCATIONAL INSTITUTIONS: A CASE STUDY OF NCHELENGE DISTRICT, LUAPULA PROVINCE OF ZAMBIA

Authors: Mutoto Angel

Abstract: Titration, a crucial technique in chemistry, is often poorly executed in many secondary schools across Zambia, particularly in the rural and semi-urban regions such as Mansa District in Luapula Province. This study explores the impact of targeted instructional interventions, such as enhanced teacher training and the use of digital tools (e.g., instructional videos and simulation software), on improving titration accuracy among students. Using a mixed-methods approach, which incorporated both quantitative pre- and post-test assessments as well as qualitative interviews with teachers, the study found significant improvements in both student understanding and precision when performing titration experiments. The study also identified key challenges, including inadequate laboratory equipment, lack of proper training for teachers, and the absence of standardized protocols across schools. This research highlights the need for comprehensive reforms in the teaching of practical chemistry in Zambia, with a specific focus on addressing resource gaps and improving teacher professional development.

Factors Contributing to Dropout in Primary Schools in Kasama District of Northern Province: A Case Study of Four Primary Schools

Authors: Mwila Moses

Abstract: This study investigates the multifaceted factors contributing to dropout rates in four primary schools within Kasama District, Northern Province, Zambia. Utilizing a mixed-methods approach, the research identifies key determinants including socio-economic challenges, inadequate educational resources, language barriers, and school environment issues. The findings aim to inform policy and intervention strategies to enhance primary education retention in the region.

An Investigation Into The Impact Of Teenage Pregnance The Academic Experiences Of A Learner: A Case Study Conducted In Three Public Schools In Mungwi District Of Zambia, Northern Province.

Authors: Mumba Christopher

Abstract: This study explores the impact of teenage pregnancy on the academic experiences of learners in three selected public day secondary schools in Mungwi District, Northern Province of Zambia. Teenage pregnancy has emerged as a major barrier to education among adolescent girls, affecting school attendance, performance, and emotional well-being. A qualitative case study approach was employed, involving interviews with affected learners, teachers, and guidance counsellors. The findings revealed that teenage pregnancy leads to increased absenteeism, poor academic performance, social stigma, and in some cases, school dropouts. Recommendations include strengthening guidance and counselling services, enhancing community sensitization, reinforcing the re-entry policy, and improving access to reproductive health education.

Enhancing Titration Accuracy In Zambian Secondary Schools: A Case Study Of Mansa District Of Luapula Province

Authors: Mungole Wilcky

Abstract: Titration, a crucial technique in chemistry, is often poorly executed in many secondary schools across Zambia, particularly in the rural and semi-urban regions such as Mansa District in Luapula Province. This study explores the impact of targeted instructional interventions, such as enhanced teacher training and the use of digital tools (e.g., instructional videos and simulation software), on improving titration accuracy among students. Using a mixed-methods approach, which incorporated both quantitative pre- and post-test assessments as well as qualitative interviews with teachers, the study found significant improvements in both student understanding and precision when performing titration experiments. The study also identified key challenges, including inadequate laboratory equipment, lack of proper training for teachers, and the absence of standardized protocols across schools. This research highlights the need for comprehensive reforms in the teaching of practical chemistry in Zambia, with a specific focus on addressing resource gaps and improving teacher professional development.

Assessing The Effectiveness Of Play Based Learning In Enhancing Cognitive Development Among Primary School Children

Authors: Sabi Chileshe Milika

Abstract: Play-based learning is a critical pedagogical approach in early childhood and early primary education, promoting cognitive, social-emotional, linguistic, and physical development. Unlike traditional methods, it engages learners through creativity, hands-on discovery, and social interaction. This article examines various types of play—including dramatic, block, art, and outdoor play—and their contributions to holistic child development. It identifies barriers to implementation such as academic pressure, resource scarcity, and limited teacher training, while proposing practical strategies including educator professional development, parental engagement, and policy reforms. The study concludes that integrating play into early education curricula is essential for nurturing well-rounded learners.

DOI:

Challenges That Hinder the Teaching and Learning of Civic Education as a Transformative Education: A Study of Selected Secondary Schools in Kasama District of Northern Province, Zambia

Authors: Kachepa Bertina

Abstract: This study assessed the challenges that hinder the teaching and learning of civic education as a transformative education in Zambian secondary schools kasama district of Northern province, Zambia. Three research objectives were addressed, the first one was to establish the teaching methods teachers use in teaching civic education. The second one was exploring the challenges that hinder the teaching and learning of civic education as a transformative education. And the third focused on investigating posssible measures that could be adopted to support civic education as a transformative education among learners in schools. The study took a qualitative approach and used a descriptive study design. Data was collected using, interviews, focus group discussions and questionnaires from the three selected secondary schools in kasama district. Data collected were subjected to content analysis. The sample involved a total of 100 respondents which included 3 Deputy headteachers, 3 Heads of departments for social sciences, 6 teachers of civic education and 88 pupils. The respondents were obtained through purposive and simple random sampling. The main findings among others were that teachers of civic education in most Zambian secondary schools used non – reflective strategies during teaching that, civic education lessons were theoretically based and did not follow emancipatory approaches that are key in the development and consolidation of education for democractic citizenship, inadequate school infrastructure, pupil congestion and lack of teaching materials were among the challenges that hinder the teaching of civic education as a transformative education. The study concluded that despite challenges that hinder the teaching and learning of civic education as a transformative education in schools, civic education is still fundamental in transforming learners and the community. Therefore the researcher recommends that there is need for teachers of civic education to embrace the use of active learning approaches when delivering civic education as this may be critical for fostering transformative education.

The Influence Of Home-Condition On Pupils Academic Achievement In Selected Public Day Secondary Schools In Mungwi District, Northern Province, Zambia

Authors: Alice Mutale

Abstract: This study investigates the influence of home conditions on the academic achievement of pupils in selected public day secondary schools in Mungwi District, Northern Province, Zambia. Using a descriptive survey design, the research examines the relationship between academic performance and variables such as parenting style, parental economic status, and parental involvement in school learning programs. The study involves 50 respondents from three selected schools: Nseluka, Musenga, and St. John’s. Both qualitative and quantitative methods were employed, utilizing questionnaires, interviews, and school records. The results reveal significant correlations between poor academic outcomes and adverse home conditions. The paper offers recommendations aimed at mitigating the negative impact of home environments on learners’ academic performance.

DMI –ST. EUGENE UNIVERSITY INSTITUTE OF VIRTUAL AND DISTANCE LEARNING, 9 MILES, GREAT NORTH ROAD, ZAMBIA PROBLEM-SOLVING APROACH IN CALCULUS IN SECONDARY SCHOOLS AT GRADE 12 LEVEL: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN MANSA DISTRICT, ZAMBIA

Authors: Muzumala Mwansa Gertrude

Abstract: A poor essential working in Mathematics is an attribute of poor problem solving processes. The study explored learners’ problem solving approach in Calculus at grade 12 level. The objectives were to examine the impact of problem-solving strategies on learners’ confidence in tackling calculus problems, evaluate how perseverance in problem-solving influences learners’ success in calculus, analyze how problem-solving approaches contribute to a deeper understanding of Calculus concepts and assess the role of collaborative problem-solving in improving learners’ comprehension of Calculus. Thirty-two learners and four teachers at four secondary schools in the Mansa district of Luapula province, Zambia, participated. Purposive and stratified random sampling technique was employed. A qualitative study approach, which followed a descriptive case study design, was used. Data was collected using lesson observations, focus group discussions, and semi-structured interviews. Video and audio recordings were used to capture observations and interviews. Thematic analysis was used to analyse data. The four principles of problem solving by Polya namely, understanding the problem, devising a plan, executing the plan and looking back guided the analysis were employed. Although learners’ read, re-read and wrote Calculus functions before solving, they experienced difficulties in underlining key important words; writing Calculus formulas; simplifying calculus problems; applying appropriate calculus formulae; and had no reflective skills during and after solving Calculus problems. In view of these findings, it was recommended that teachers should use problem-solving approaches, which assist learners in identifying key words in the problem, devising Calculus formulas, monitoring each step during solving and looking back after solving.

BRIDGING THE GAP: CHALLENGES AND OPPORTUNITIES FOR INTEGRATING CLIMATE CHANGE EDUCATION INTO SCHOOL CURRICULA IN MANSA DISTRICT, ZAMBIA

Authors: Precious Chungu

Abstract: Climate change posed a significant threat to sustainable development in Zambia, particularly in vulnerable regions such as Mansa District. Education played a critical role in equipping young people with the knowledge, skills, and values necessary to respond effectively to climate-related challenges. This study explored the challenges and opportunities associated with integrating climate change education (CCE) into school curricula in Mansa District. A qualitative research approach was employed, and data were collected through interviews, focus group discussions, and document analysis involving teachers, school administrators, curriculum officers, and representatives from NGOs and government bodies. The findings revealed that, although there was growing awareness of the importance of CCE, its implementation remained limited due to factors such as inadequate teacher training, lack of teaching materials, and the absence of a structured curriculum framework. However, the study also identified key opportunities, including existing environmental policies, community involvement, and support from NGOs, which could be leveraged to enhance CCE. The study concluded with recommendations aimed at strengthening policy support, improving teacher capacity, and incorporating locally relevant content into educational programs. This research contributed to the broader discourse on education for sustainable development and highlighted the urgent need for systemic action to mainstream climate change education in Zambia’s education system.

An Investigation On The Factors Influencing Pupil Absenteeism In Primary Schools, A Case Study At Mufili Primary School Of Lupososhi District, Zambia

Authors: Timothy Daniel Mbulwe Mwewa

Abstract: This study provides a detailed investigation on the factors influencing pupils’ absenteeism in primary schools, a case study at Mufili primary school in Northern Province using these three objectives: 1 to investigate the pupils’ factors leading to absenteeism, 2 to investigate the main factors that teachers contribute to pupils absenteeism, 3 to assess the influence of family and community factors on pupils absenteeism, 4 to identify the demographic factors contributing to pupils absenteeism at Mufili primary school and 5 to propose measures on how to reduce absenteeism among the learners at Mufili primary school. The study used a qualitative research approach to collect data and quantitative approach in presenting its findings. The study sampled 35 parents, 30 learners in all grades from 1 to 7 and 15 teachers respectively, random sampling method was used to select respondents and descriptive statistics method was used by use of tables and percentages to analyse data collected from learners and teachers. The findings are that in Northern Province, absenteeism is very high especially in Mufili zone. The significance of this study is that the findings might be worthwhile to educational practitioners, policy makers, NGOs and other stakeholders and lastly, learners themselves should take keen interest in education.

ASSESSING THE CAUSES OF POOR ACADEMIC PERFORMANCE IN BIOLOGY AMONG SECONDARY SCHOOL LEAVERS: A CASE STUDY OF SELECTED SCHOOLS IN CHIFUNABULI DISTRICT, ZAMBIA

Authors: ZYAMBO SUNDAY

Abstract: Poor academic performance in Biology at the School Certificate level remained a persistent challenge in many secondary schools, particularly in rural districts of Zambia. This study investigated the underlying causes of this issue, using selected secondary schools in Chifunabuli District, Luapula Province, as a case study. Biology, being a core science subject essential for entry into fields such as health, agriculture, and environmental sciences, consistently recorded low pass rates in the district. A mixed-methods approach was employed, combining quantitative data from student performance records and survey questionnaires with qualitative data obtained through interviews and classroom observations. Participants included Grade 12 students, Biology teachers, and school administrators from four selected secondary schools. The findings revealed several key factors that contributed to poor performance in Biology: inadequate teaching and learning materials, limited access to laboratory equipment, the presence of unqualified or underqualified Biology teachers, and poor study habits among students. Language barriers and the lack of consistent continuous assessment also negatively impacted academic outcomes. The study concluded that both systemic and school-level interventions were necessary to address the issue. It was recommended that stakeholders invest in science infrastructure, enhance teacher training programs, review the Biology curriculum, and implement stronger student academic support systems. These findings provided a valuable basis for improving academic performance in Biology within similar rural contexts.

RESEARCH TITLE: USE OF TECHNOLOGY IN THE TEACHING OF BIOLOGY. A CASE STUDY OF SELECTED SCHOOLS IN CHIFUNABULI DISTRICT, LUAPULA – ZAMBIA

Authors: CHAMA EDWARD

Abstract: The integration of technology into the teaching and learning of science subjects, particularly biology, had been increasingly recognized as a critical factor in improving educational outcomes. This study investigated the use of technology in the teaching of biology in selected secondary schools in Chifunabuli District, Luapula Province, Zambia. The research aimed to understand how technological tools were being utilized in rural learning environments, the extent of their availability, and the challenges faced by educators and learners in leveraging digital resources for science education. A qualitative case study approach was employed. Data were collected from four government secondary schools through interviews with eight biology teachers, focus group discussions with forty students, and classroom observations. The findings revealed that while there was a general awareness of the importance of technology in enhancing biology instruction, its practical application remained limited due to several factors. Only two of the sampled schools had functional computer laboratories, and none had advanced tools such as virtual labs or digital microscopes. Teachers who used technology primarily relied on personal devices and occasionally used PowerPoint presentations and educational videos when projectors or electricity were available. Students responded positively to the use of visual and interactive content, noting that it improved their understanding of complex biological processes such as cell division and ecological systems. However, both teachers and students cited significant barriers to effective technology integration, including frequent power outages, inadequate ICT infrastructure, lack of internet connectivity, and limited professional development for teachers in digital pedagogy. The study concluded that although technology had the potential to significantly improve biology education in rural Zambian schools, there was a critical need for targeted investments in ICT infrastructure, consistent teacher training, and strategic partnerships with stakeholders to bridge the digital divide. The paper recommended policy-level interventions by the Ministry of Education and collaborative efforts with NGOs and the private sector to ensure sustainable and equitable access to educational technology across rural schools in Zambia.

DOI: http://doi.org/

Effects Of Artificial Intelligence On Students In Colleges: A Study Carried Out At Kasama, Mansa, And St. Mary’s Colleges Of Education.

Authors: Misheck Mushili Mulenga

Abstract: This extended study explores the multifaceted effects of Artificial Intelligence (AI) in the teaching, learning, and administrative processes within three prominent Zambian Colleges of Education: Kasama College of Education, Mansa College of Education, and St. Mary’s College of Education. The research assesses AI integration, potential opportunities, emerging challenges, and the overall impact of AI tools on pedagogy, student engagement, curriculum development, institutional policy, and administrative efficiency. Using a mixed-methods approach with a sample of 150 respondents across the three institutions, data was gathered through surveys, interviews, focus group discussions, and document analysis. Findings indicate significant potential of AI in enhancing educational outcomes, promoting inclusion, and streamlining processes, despite persistent challenges such as infrastructure limitations, low digital literacy, and regulatory gaps. The results of this research underscore the need for targeted investments, capacity-building initiatives, and clear policy frameworks to harness the transformative power of AI in higher education settings.

TO EXPLORE THE IMPACT OF ILLICIT BEHAVIOUR ON ACADEMIC PERFORMANCE OF A LEARNER: A CASE STUDY OF THREE SELECTED PUBLIC DAY SECONDARY SCHOOLS IN CHILUBI DISTRICT OF NORTHERN PROVINCE OF ZAMBIA

Authors: KANGWA IGNITIOUS DENNIS

Abstract: The purpose of this research study is to find out the dangers of pupil immoral behaviors on the academic process in the sampled public secondary schools in Chilubi district of Northern province of Zambia. The study will also mean to find out what can be done to improve the current scenario in order to enhance the provision of quality education through discipline. Significantly, the research study will focus on public day secondary schools in Chilubi district of Northern Province highlighting and ascertaining the prime factors contributing to influx of dropouts of school, in particular, public day secondary schools. The basic objectives of this study will be ascertaining degree to which pupil immoral behaviour impacts on academic process and progress among learners in the three (3) selected sampled public day secondary schools in Chilubi district. The relevant data will also be collected through individual interviews, checking of school records and questionnaires. The study will adopt a descriptive survey and correlation research designs for comprehensive data collection. Furthermore, the qualitative and quantitative methodologies will be employed so as to establish detailed data tabulations and tendency .The study population will characterize 400 respondents; and sample size will be 63 comprising 30secondary school pupils, three ( 3) head teachers, 3 guidance teachers, ( 5) parents from each school 3 guidance teachers and 9 teachers from three purposively selected sampled public day secondary schools namely, Chaba, Kasanda and Kasesha. In these secondary schools, pupils will be selected randomly to help assess the relationship between pupil discipline and academic performance. Questionnaires and interview schedules will be employed while focus group discussions will be used to collect data from respective teachers.

Topic- Environmental Economics

Authors: Debojyoti Ghosh

Abstract: This research investigates the economic effects of increasing water scarcity in the Middle East especially focusing on Bahrain, Kuwait, Oman, Lebanon, Cyprus, and Qatar. As climate change, urbanization, and population growth exacerbate the regional water crisis, sectors like agriculture, industry, tourism, and public health are increasingly impacted. The project draws on World Bank, FAO, and national data to show how falling farm production, increasing water prices, and labour market contraction erode the economy. The impact is particularly harsh on vulnerable groups, with women and internally displaced people shouldering the bulk of poor access to amenities. The analysis also assesses regional initiatives and possible solutions like desalination, wastewater recycling, water-efficient irrigation, public awareness, and transboundary coordination over shared water resources.

DOI: 10.61463/ijrtssh.vol.3.issue3.118

Mapping Climate-Induced Migration Pathways: A Spatio-Temporal Analysis Of Coastal South Asia

Authors: Sunil Kumar, Damodar Prasad Dewanda, Bharti Soni

Abstract: Climate change is increasingly reshaping human mobility patterns, particularly in vulnerable coastal regions. This study investigates the spatio-temporal dimensions of climate-induced migration across coastal South Asia, focusing on areas most affected by sea-level rise, cyclones, coastal erosion, and salinization. Using a mixed-methods approach that integrates geospatial analysis, remote sensing data, and demographic trends from 2000 to 2025, this research maps key migration pathways and identifies high-risk zones of displacement. The findings reveal a complex interplay between slow-onset environmental degradation and rapid-onset disasters in driving both short-term and long-term population movements. Bangladesh’s deltaic zones, eastern India’s coastal districts, and low-lying parts of Sri Lanka emerge as critical hotspots. The study also examines destination patterns, highlighting rural-to-urban migration and the pressure on peri-urban areas. By visualizing these pathways and identifying socio-environmental tipping points, the research contributes to a more nuanced understanding of climate mobility and offers actionable insights for adaptive governance, disaster risk planning, and regional policy frameworks

DOI: http://doi.org/10.5281/zenodo.15806395

Floods , Landslide And Cloudbursts Disasters 2023 In Himachal Pradesh.

Authors: Assistant Professor Dr. Vinod Kumar

Abstract: Himachal Pradesh is one of the most multi-hazard prone State of India. The State faces various types of natural hazards like the geological hazards, earthquake and landslide; hydrological hazards of revering floods, flash floods and glacial lake outburst floods; meteorological hazards of droughts, hailstorms and cloudbursts; and climatologically hazards of cold wave, frosts and avalanche. The frequency and intensity of most of these hydro-meteorological hazards are compounded by climate change and its impacts on agriculture, horticulture, human settlements and human and animal health. Further, the State routinely faces various manmade hazards such as fires, transport related accidents, stampedes in religious fairs etc. that take a toll of consume considerable human lives. In the present study highlights the Floods, Landslide and Cloudbursts situations 2023 in Himachal Pradesh.

DOI: https://doi.org/10.5281/zenodo.15826823

Exploring the Role of Forensic Science in Indian Criminal Justice System

Authors: Bhupendra Singh, Dr. Gayatri Sanjay Patil

Abstract: Forensic science comprises several scientific fields, including DNA analysis, fingerprint examination, ballistics, toxicology, and digital forensics, among others. These disciplines are essential for crime scene investigation, evidence collecting, analysis, and courtroom presentation. In recent years, there has been rising recognition of the role of forensic science in the Indian ‘Criminal Justice System’ (CJS). It plays a significant function in the CJS by supplying scientific evidence to aid in the investigation and resolution of criminal cases. The application of forensic science in the Indian criminal justice system faces various problems that affect the quality and reliability of forensic evidence. The lack of thorough forensic training programs for law enforcement personnel, outdated forensic infrastructure, a lack of standardization and accreditation of forensic laboratories, and unclear protocols for the gathering, preserving, and analysis of forensic evidence are some of these difficulties. These problems may result in contaminated evidence, erroneous conclusions, and improper handling of the evidence, all of which could have a negative impact on criminal case outcomes and injustices. By overcoming these obstacles, the criminal justice system in India may be strengthened, forensic evidence can be given greater quality and reliability, and justice can be administered in a trustworthy and equitable manner. Forensic science’s use in the Indian criminal justice system must therefore be assessed and improved in order to guarantee that it is solid, trustworthy, and compliant with global best practices. This study paper intends to explore several domains of forensic science, the current legislative framework & relevant court precedents in the Indian criminal justice system, by highlighting problems, and giving ideas for further improvement.

IMPACT ON RECOVERY OF THE BANKING SECTOR THROUGH SARFAESI ACT, 2002

Authors: Renjith R, Dr. Seema Rajputh

Abstract: The Securitisation and Reconstruction of Financial Assets and Enforcement of Security Interest Act, 2002 (SARFAESI Act) was enacted to address the escalating problem of Non-Performing Assets (NPAs) in the Indian banking sector. This study examines the impact of the SARFAESI Act on the recovery of NPAs and the overall financial stability of banks in India. By analyzing quantitative data on NPA recovery rates before and after the Act’s implementation, alongside qualitative insights from legal texts and case studies, the research highlights significant improvements in asset recovery and financial health. The Act’s ability to bypass lengthy court processes, empower banks to enforce security interests, and facilitate the role of Asset Reconstruction Companies (ARCs) has been crucial in enhancing recovery rates. Despite these successes, challenges such as legal disputes and procedural delays remain, impacting the full effectiveness of the Act. The study underscores the need for ongoing reforms to address these issues and adapt to the evolving financial landscape. Overall, the SARFAESI Act has played a transformative role in revitalizing the Indian banking sector, contributing to a more stable and efficient financial environment.