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All Journal Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara International Journal of Educational Innovation and Research Journal of General Education and Humanities Indonesian Educational Research Journal
Kenneth Kapalu Muzata
University of Zambia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Lesson preparation for inclusive teaching of learners with disabilities from grade 1 to 7 at Kankumba Primary School Lawrence Nsofwa Malata; Kenneth Kapalu Muzata
International Journal of Educational Innovation and Research Vol. 1 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (692.002 KB) | DOI: 10.31949/ijeir.v1i2.2492

Abstract

The inclusive approach calls for schools to make appropriate curriculum changes to the learning so that each classroom is able to address the learning needs of all children, including those with disabilities. Inclusive education requires good lesson preparation by teachers and involves putting in order all relevant materials considering the concepts of adaptation, accommodation and modification. It appears that the aspect of inclusive lesson preparation for learners with disabilities has not been taken seriously and this could be the major contributing factor to poor performance. However, this article will explore lesson preparation for inclusive teaching of learners with disabilities from grade 1 to 7 at Kankumba primary school in Rufunsa district, Zambia. The study adopted a case study design and it employed a qualitative approach to collect data. The participants were purposively selected and the sample comprised 18 participants that were categorized as follows: Headteacher (1), Parents (5), Class Teachers (6), and children with disabilities (6). The major findings of the study revealed that teachers did not prepare lessons inclusively. Some indicators of lack of inclusive planning were the absence of inclusive methods in lesson plans, whereby teachers only planned group work and lecture methods without indicating how the learners with disabilities would benefit. The selection of teaching and learning aids did not depict inclusion for learners with disabilities. The study further revealed that the lack of proper inclusive lesson delivery and inclusive lesson preparation was exacerbated by a lack of knowledge on inclusive lesson preparation by teachers. It was recommended that in-service teachers need capacity building in inclusive lesson preparation and a further review of how inclusive lesson preparation can be intensified in the teacher education curriculum.
Career Choices for Individuals with Hearing Impairment in Higher Learning Institutions in Lusaka-Zambia Rachel Muuma Chomba; Joseph Mandyata; Kenneth Kapalu Muzata
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 14 No 2 (2023): Transformasi Pendidikan untuk Penguatan Profesi
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v14i2.1552

Abstract

This study established the facilitators and barriers to career choices for persons with hearing impairment in selected workplaces and higher institutions of learning in Lusaka, Zambia. A qualitative approach and a descriptive study design were used in the study. In-depth interviews were used to collect data from twenty (26) participants that included ten (10) students with hearing impairment, six (6) Lecturers and ten (10) individuals with Hearing Impairment. The findings revealed that there were various elements that influenced career choices and these included communication barriers which inhibited receipt of career information from providers, pre-conceived ideas of what a Hearing Impaired (HI) individual can or cannot do, unavailability of chances to show self-efficacy or determination among others. The study revealed that minimal efforts were made by higher learning institutions to enhance career choices for HI students. The study recommended that career guidance should be offered in secondary schools as a routine advancement programme for individuals with Hearing Impairment as a prerequisite to applying for admission in colleges and universities. Tertiary education institutions must provide reasonable accommodations and additional support to students with Hearing Impairment to be able to access career information.
Inclusive Teaching Efficacy among Early Childhood Teachers in Zambia Derick Singogo; Kenneth Kapalu Muzata
Journal of General Education and Humanities Vol. 2 No. 3 (2023): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v2i3.88

Abstract

Teachers’ beliefs about their capabilities can impact the quality of implementation of education policies. The inclusive education policy is not an exception in this case. This study explores teachers’ beliefs about their capabilities to teach inclusive early childhood education (ECE)classes under the inclusive education policy. This study has conceptualized this belief as inclusive teaching efficacy. A Qualitative approach with a sample of 15 ECE teachers and two educational officers was interviewed using a semi-structured interview guide. Data were analyzed using interpretive phenomenological analysis (IPA). The major themes from the analysis reveal interesting insights into teachers' beliefs about their capabilities to handle inclusive ECE classes. Their capabilities were influenced by knowledge, exposure, training, and CPDs, among other emerging themes. This study demonstrates the need to prepare teachers for the implementation of policies or policy changes in Education. Most importantly, the study targets teachers’ self-beliefs, which feeds into their motivation and quality implementation of the inclusive education policy. It was recommended that inclusive ECE teachers be exposed to inclusive CPDs and that training institutions beef up curricula to equip teachers with adequate knowledge to manage inclusive ECE learners.
Gender-Based Perceptions of Postgraduate Defense Sessions and Seminar Feedback at the University of Zambia - A Quantitative Perspective Kenneth Kapalu Muzata
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): In Progress
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i3.97

Abstract

This quantitative study investigates postgraduate students’ perceptions of feedback received during seminar presentations and defense sessions at the University of Zambia. Drawing on a self-selection sample of 75 master's and doctoral candidates across various faculties, the research examined the quality, tone, and impact of feedback on students’ academic development. Quantitative analysis revealed generally high levels of satisfaction with feedback across key research components, including proposal writing, literature review, methodology, and data analysis. Notably, feedback on methodology approached statistical significance as a concern, and perceptions of external examiners varied significantly by gender. While lecturers and examiners were identified as the most helpful sources of feedback, lecturers were also cited as the most frequent source of demeaning comments, highlighting a tension between authority and emotional safety in academic critique. Anchored in a social constructivist framework, the study emphasizes the relational nature of feedback and its role in shaping academic identity. The findings underscore the need for more empathetic, structured, and inclusive feedback practices to enhance postgraduate research quality and student well-being
Co-Authors Derick Singogo Joseph Mandyata Lawrence Nsofwa Malata Rachel Muuma Chomba