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.
