Challenges of implementing social studies curriculum: A case of selected secondary schools in Kafue district of Lusaka Province, Zambia
1 Rock view University, Disciples International School, P.O Box 370013, Kafue, Zambia.
2 Department of Humanities and Social Sciences Education Chreso University, Zambia.
3 Department of Education Rock view University, Zambia.
Research Article
World Journal of Advanced Research and Reviews, 2024, 22(02), 1113-1124
Article DOI: 10.30574/wjarr.2024.22.2.1534
Publication history:
Received on 08 April 2024; revised on 13 May 2024; accepted on 16 May 2024
Abstract:
Overview: The purpose of this study was to examine the challenges that schools are facing in the implementation of the Social Studies curriculum and its effect on learner’s academic performance in secondary schools of Kafue district in Lusaka province, Zambia.
Body of Knowledge: The study was guided by the following specific objectives: to investigate whether the absence of teachers trained to teach social studies has an effect on implementation of curriculum of social studies in schools; to examine the extent to which absence of teaching and learning materials like text books for social studies affect the academic performance of learners; and to establish measures put in place to mitigate the challenges of curriculum implementation for social studies in schools.
Methods: The population of the study comprised head teachers, heads of departments, teachers, DESO officers, and learners. The total target population was 1500. The sample size involved a total of 150 respondents, which was 10% of the target population. A mixed method approach was used in this study in combination with the descriptive survey design. Interviews and questionnaires were used to collect data. Qualitative and Quantitative techniques of data analysis was used, and data was presented on the analytical tools such as tables, figures, charts and software; SPSS.
Results: The study established that the major challenges that affected curriculum implementation and influenced learners’ academic performance were: absence of trained teachers of the subject, and inadequate teaching/ learning materials, physical facilities and the way the curriculum was being implemented itself. This undermined effectiveness of school administrators and teachers in ensuring there is smooth teaching and learning process in schools which eventually translated to poor academic performance among learners.
Recommendation: Ministry of Education should ensure that schools have adequate resources such as textbooks, teaching aids, and technology to support the implementation of the social studies curriculum.
Keywords:
Academic Performance; Curriculum Implementation; Education; Social Studies; School
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