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Research paper thumbnail of Exploration of Teachers Understanding of Children S Rights and Classroom Practices in Zambia

International Journal of Multidisciplinary Research and Development, 2020

Although Zambia is among countries that have ratified the convention on the rights of the child (... more Although Zambia is among countries that have ratified the convention on the rights of the child (CRC), it is doubtful if teachers are aware of the existence of the CRC since the contents of the CRC have not been embedded in the school curricula. It still remains a puzzle how teachers in Zambia negotiates classroom practiced in the absence of classroom policies on children rights. This study, whose aim was to explore teachers' understanding of children's rights and classroom practices, employed a qualitative research method. Data was collected through interview via skype in which six participants were involved. This study revealed that the teacher's knowledge about children's rights is not linked to the CRC. This was evident by their inability to mention any article from the Convention. Further revelation of the teachers' understanding of rights is only based on general knowledge of rights. This research also found that children's rights are not included in the education system in Zambia, which serves to prove that teachers don not teach children's rights in their classrooms.

Research paper thumbnail of The effects of institutional, attitudinal, environmental and financial challenges on the academic performance of learners with physical disabilities in the school: A case of one selected Special School in the Copperbelt Province of Zambia

Article, 2021

This manuscript is a study on the effects of institutional, attitudinal, environmental and financ... more This manuscript is a study on the effects of institutional, attitudinal, environmental and financial challenges on academic performance on learners with physical disabilities face in schools in Zambia. The study was conducted at Dagama School for the Physically Challenged in Luanshya district. The site was selected because it had learners with physical disabilities. The instruments for data collection included the semi-structured interview schedule for school administrators, focused group discussion for class teachers and learners with physical disabilities, and observation checklist for class teachers and the natural surroundings.

Research paper thumbnail of CHALLENGES OF INCLUSIVE SCHOOLING ON ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENT AT MUNALI BOY'S SECONDARY SCHOOL, ZAMBIA

Article , 2020

This manuscript is about challenges of inclusive education on academic performance of students wi... more This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy's Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys' which include teachers' inability to use embossed teaching and learning aids during lesson, lack of individualised attention, mobility challenges, and their pace of teaching does not support the learning of students with visual impairment. The study established that although, inclusive education is fully accepted at Munali Boy's Secondary School, students with visual impairment are not included in mathematics and sciences related subjects.

Research paper thumbnail of Exploration of teachers' understanding of children's rights and classroom practices in Zambia

Article , 2020

Although Zambia is among countries that have ratified the convention on the rights of the child (... more Although Zambia is among countries that have ratified the convention on the rights of the child (CRC), it is doubtful if teachers are aware of the existence of the CRC since the contents of the CRC have not been embedded in the school curricula. It still remains a puzzle how teachers in Zambia negotiates classroom practiced in the absence of classroom policies on children rights. This study, whose aim was to explore teachers' understanding of children's rights and classroom practices, employed a qualitative research method. Data was collected through interview via skype in which six participants were involved. This study revealed that the teacher's knowledge about children's rights is not linked to the CRC. This was evident by their inability to mention any article from the Convention. Further revelation of the teachers' understanding of rights is only based on general knowledge of rights. This research also found that children's rights are not included in the education system in Zambia, which serves to prove that teachers don not teach children's rights in their classrooms.

Research paper thumbnail of Challenges of Inclusive Schooling on Academic Performance of Students with Visual Impairment at Munali Boy’s Secondary School, Zambia

This manuscript is about challenges of inclusive education on academic performance of students wi... more This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy’s Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys’ which include teachers’ inability to use embossed teaching and learning aids during l...

Research paper thumbnail of Investigating Current Classroom Practices in the Teaching and Learning of Geography among Pupils with Visual Impairment in an Inclusive Classroom at Munali Boys’ Secondary School

This manuscript investigated current classroom practices in the teaching of geography to students... more This manuscript investigated current classroom practices in the teaching of geography to students with visual impairment in inclusive classroom at Munali Boys’ Secondary School in Lusaka district of Zambia. The researcher employed purposive sampling to selected the school and geography teachers. This study found that teachers with little or no knowledge of braille face difficulties to teach geography to students with visual impairment. It also found that teachers never adapted their teaching methods to accommodate students with visual impairment. The teaching methods teachers adopted in the teaching of geography was mainly talk and chalk or lecture method which made it hard for students with visual impairment to follow the lesson clearly. In summary, while students with visual impairment have the capacity to learn geography, teachers did not use embossed maps, auditory or models to assist students with visual impairment in grasping concepts.

Thesis Chapters by jordan nyirenda

Research paper thumbnail of Adherence to Antiretroviral Therapy and Performance on the Neuropyschological Test Battery

This study sought to assess the relationship between adherence to antiretroviral therapy (ART) an... more This study sought to assess the relationship between adherence to antiretroviral therapy (ART) and performance on the neuropsychological test battery. With regards NPS test, subjects who reported ≥ 95% adherence performed better than those who reported less than 95% adherence. There was no relationship between performance on the NPS domains and gender with regards adherence to antiretroviral therapy (ART) and also results indicated that adherence to antiretroviral therapy did not predict performance on the NPS domains with respect to education. There were no differences in NPS test performance between Adherents and Non-Adherents in terms of age. However, the study found that there were there was significant difference in adherence to antiretroviral therapy in terms with respect to levels of education. The GDS impairment found that more females were more impaired than the males. The present study also found that education and gender had no effect on performance on the NPS domain with respect to adherence or non-adherence to antiretroviral therapy.

Research paper thumbnail of Exploration of Teachers Understanding of Children S Rights and Classroom Practices in Zambia

International Journal of Multidisciplinary Research and Development, 2020

Although Zambia is among countries that have ratified the convention on the rights of the child (... more Although Zambia is among countries that have ratified the convention on the rights of the child (CRC), it is doubtful if teachers are aware of the existence of the CRC since the contents of the CRC have not been embedded in the school curricula. It still remains a puzzle how teachers in Zambia negotiates classroom practiced in the absence of classroom policies on children rights. This study, whose aim was to explore teachers' understanding of children's rights and classroom practices, employed a qualitative research method. Data was collected through interview via skype in which six participants were involved. This study revealed that the teacher's knowledge about children's rights is not linked to the CRC. This was evident by their inability to mention any article from the Convention. Further revelation of the teachers' understanding of rights is only based on general knowledge of rights. This research also found that children's rights are not included in the education system in Zambia, which serves to prove that teachers don not teach children's rights in their classrooms.

Research paper thumbnail of The effects of institutional, attitudinal, environmental and financial challenges on the academic performance of learners with physical disabilities in the school: A case of one selected Special School in the Copperbelt Province of Zambia

Article, 2021

This manuscript is a study on the effects of institutional, attitudinal, environmental and financ... more This manuscript is a study on the effects of institutional, attitudinal, environmental and financial challenges on academic performance on learners with physical disabilities face in schools in Zambia. The study was conducted at Dagama School for the Physically Challenged in Luanshya district. The site was selected because it had learners with physical disabilities. The instruments for data collection included the semi-structured interview schedule for school administrators, focused group discussion for class teachers and learners with physical disabilities, and observation checklist for class teachers and the natural surroundings.

Research paper thumbnail of CHALLENGES OF INCLUSIVE SCHOOLING ON ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENT AT MUNALI BOY'S SECONDARY SCHOOL, ZAMBIA

Article , 2020

This manuscript is about challenges of inclusive education on academic performance of students wi... more This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy's Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys' which include teachers' inability to use embossed teaching and learning aids during lesson, lack of individualised attention, mobility challenges, and their pace of teaching does not support the learning of students with visual impairment. The study established that although, inclusive education is fully accepted at Munali Boy's Secondary School, students with visual impairment are not included in mathematics and sciences related subjects.

Research paper thumbnail of Exploration of teachers' understanding of children's rights and classroom practices in Zambia

Article , 2020

Although Zambia is among countries that have ratified the convention on the rights of the child (... more Although Zambia is among countries that have ratified the convention on the rights of the child (CRC), it is doubtful if teachers are aware of the existence of the CRC since the contents of the CRC have not been embedded in the school curricula. It still remains a puzzle how teachers in Zambia negotiates classroom practiced in the absence of classroom policies on children rights. This study, whose aim was to explore teachers' understanding of children's rights and classroom practices, employed a qualitative research method. Data was collected through interview via skype in which six participants were involved. This study revealed that the teacher's knowledge about children's rights is not linked to the CRC. This was evident by their inability to mention any article from the Convention. Further revelation of the teachers' understanding of rights is only based on general knowledge of rights. This research also found that children's rights are not included in the education system in Zambia, which serves to prove that teachers don not teach children's rights in their classrooms.

Research paper thumbnail of Challenges of Inclusive Schooling on Academic Performance of Students with Visual Impairment at Munali Boy’s Secondary School, Zambia

This manuscript is about challenges of inclusive education on academic performance of students wi... more This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy’s Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys’ which include teachers’ inability to use embossed teaching and learning aids during l...

Research paper thumbnail of Investigating Current Classroom Practices in the Teaching and Learning of Geography among Pupils with Visual Impairment in an Inclusive Classroom at Munali Boys’ Secondary School

This manuscript investigated current classroom practices in the teaching of geography to students... more This manuscript investigated current classroom practices in the teaching of geography to students with visual impairment in inclusive classroom at Munali Boys’ Secondary School in Lusaka district of Zambia. The researcher employed purposive sampling to selected the school and geography teachers. This study found that teachers with little or no knowledge of braille face difficulties to teach geography to students with visual impairment. It also found that teachers never adapted their teaching methods to accommodate students with visual impairment. The teaching methods teachers adopted in the teaching of geography was mainly talk and chalk or lecture method which made it hard for students with visual impairment to follow the lesson clearly. In summary, while students with visual impairment have the capacity to learn geography, teachers did not use embossed maps, auditory or models to assist students with visual impairment in grasping concepts.

Research paper thumbnail of Adherence to Antiretroviral Therapy and Performance on the Neuropyschological Test Battery

This study sought to assess the relationship between adherence to antiretroviral therapy (ART) an... more This study sought to assess the relationship between adherence to antiretroviral therapy (ART) and performance on the neuropsychological test battery. With regards NPS test, subjects who reported ≥ 95% adherence performed better than those who reported less than 95% adherence. There was no relationship between performance on the NPS domains and gender with regards adherence to antiretroviral therapy (ART) and also results indicated that adherence to antiretroviral therapy did not predict performance on the NPS domains with respect to education. There were no differences in NPS test performance between Adherents and Non-Adherents in terms of age. However, the study found that there were there was significant difference in adherence to antiretroviral therapy in terms with respect to levels of education. The GDS impairment found that more females were more impaired than the males. The present study also found that education and gender had no effect on performance on the NPS domain with respect to adherence or non-adherence to antiretroviral therapy.