IDEAS home Printed from https://ideas.repec.org/a/bjc/journl/v9y2022i2p01-08.html
   My bibliography  Save this article

Challenges associated with the Teaching of Civic Education in Social Studies Lessons in Schools in Masaiti district: A Hermeneutic Perspective

Author

Listed:
  • Setwin Mutau Mufalo

    (Mishikishi Secondary School, Masaiti, Zambia)

  • Gistered Muleya

    (Institute of Distance Education, University of Zambia, Lusaka, Zambia)

  • Francis Simui

    (Institute of Distance Education, University of Zambia, Lusaka, Zambia)

Abstract

The article explores challenges associated with the teaching of Civic Education in Social Studies lessons at junior secondary school. An interpretive study was conducted which employed hermeneutic phenomenological approach. The sample size for the study was 12 comprising 2 females and 10 males drawn from the Ministry of Education district office and selected primary and secondary schools. All the participants were selected using homogenous purposive sampling. The data that was generated through semi structured interviews, observation schedules and document analysis was thematically analysed. The study established that there were many challenges associated with the teaching of Civic Education through Social Studies lessons. Some of them were shortage of qualified Civic Education teachers, a dearth of teaching/learning materials such as textbooks and computers. Also, substandard textbooks, shortage of desks, inadequate contact time and low literacy levels among learners among others. Based on the above highlighted challenges, the study recommended that Ministry of Education should employ adequate qualified Civic Education teachers. It was also recommended that Ministry of Education should allocate adequate funds to schools for the procurement of teaching/learning materials as well as enhancing field studies in order for learners to supplement on theories learnt in the classroom environment. Further, it was recommended that Ministry of Education should build and procure more school infrastructure.

Suggested Citation

  • Setwin Mutau Mufalo & Gistered Muleya & Francis Simui, 2022. "Challenges associated with the Teaching of Civic Education in Social Studies Lessons in Schools in Masaiti district: A Hermeneutic Perspective," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 9(2), pages 01-08, February.
    • Handle: RePEc:bjc:journl:v:9:y:2022:i:2:p:01-08
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijrsi/digital-library/volume-9-issue-2/01-08.pdf
    Download Restriction: no
    File URL: https://www.rsisinternational.org/virtual-library/papers/challenges-associated-with-the-teaching-of-civic-education-in-social-studies-lessons-in-schools-in-masaiti-district-a-hermeneutic-perspective/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Vincenzo Andrietti & Xuejuan Su, 2019. "Education curriculum and student achievement: theory and evidence," Education Economics, Taylor & Francis Journals, vol. 27(1), pages 4-19, January.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Huebener, Mathias & Kuger, Susanne & Marcus, Jan, 2017. "Increased instruction hours and the widening gap in student performance," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 47, pages 15-34.
    2. Mufalo Mutau Setwin & Sanny Mulubale & Gistered Muleya & Simui Francis, 2021. "Challenges faced by Combined Schools in Masaiti district which hinders the provision of Quality Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(3), pages 146-154, March.
    3. Strazzeri, Maurizio & Oggenfuss, Chantal & Wolter, Stefan C., 2022. "Much Ado about Nothing? School Curriculum Reforms and Students' Educational Trajectories," IZA Discussion Papers 15505, Institute of Labor Economics (IZA).
    4. Ruhr, Lindsay R. & Jordan Fowler, Lindsey, 2022. "Empowerment-focused positive youth development programming for underprivileged youth in the Southern U.S.: A qualitative evaluation," Children and Youth Services Review, Elsevier, vol. 143(C).
    5. Vincenzo Andrietti & Xuejuan Su, 2019. "The Impact of Schooling Intensity on Student Learning: Evidence from a Quasi-Experiment," Education Finance and Policy, MIT Press, vol. 14(4), pages 679-701, Fall.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bjc:journl:v:9:y:2022:i:2:p:01-08. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Renu Malsaria (email available below). General contact details of provider: https://rsisinternational.org/journals/ijrsi/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.