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Domesticating Kolb’s Experiential Learning Model into the Teaching of Civic Education: A Case of Secondary Schools in Zambia

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  • Magasu Oliver

    (Kwame Nkrumah University, Zambia)

Abstract

The main purpose of this study was to propose the domesticating of Kolb’s Experiential Learning Model into the teaching of Civic Education in secondary schools in Zambia. The study took a qualitative approach and employed a descriptive research design. Purposive sampling technique was used to sample thirty (30) participants. Data was collected through interviews, Focus Group Discussions (FGDs) and classroom observations of lessons. Among the key findings, this study found that while teachers were trained to teach specific subjects, some were not oriented on the demands of the Zambia Education Curriculum Framework of 2013 and found it confusing. Furthermore, this study established that even after commissioning the curriculum in 2013, schools still lacked teaching resources with which they could use to implement the curriculum. Based on the findings, the study recommends the adoption of Kolb’s Experiential Learning Model into the teaching of Civic Education in secondary schools in Zambia.

Suggested Citation

  • Magasu Oliver, 2021. "Domesticating Kolb’s Experiential Learning Model into the Teaching of Civic Education: A Case of Secondary Schools in Zambia," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(7), pages 25-31, July.
    • Handle: RePEc:bcp:journl:v:5:y:2021:i:7:p:25-31
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