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All Journal International Journal of Educational Innovation and Research Jurnal Karya Abdi Masyarakat Eureka: Journal of Educational Research Indonesian Educational Research Journal
Muzata, Kenneth Kapalu
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A qualitative analysis of performance of student teachers with hearing impairments in tests and assignments at Kitwe College of Education-Zambia Kumatongo, Brighton; Muzata, Kenneth Kapalu
International Journal of Educational Innovation and Research Vol. 1 No. 1 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v1i1.2412

Abstract

Assessment is the basis for understanding students’ abilities to demonstrate their knowledge, skills and understanding of learned concepts. This study sought to analyse assessment items of student teachers with hearing impairments at Kitwe Colleges of Education in Zambia and a qualitative case study was used as the research design. The study comprised seven (7) participants of which three (3) were Lecturers and four (4) were student teachers with hearing impairments, who were purposively sampled. The study revealed that students with hearing impairments were able to answer assignments accordingly despite exhibiting referencing and grammatical errors, and experienced more challenges answering tests. The findings also indicated that lecturers viewed the performance of student teachers with hearing impairments in assignments as being influenced by their hearing peers and that students with hearing impairments wrote their assignments and tests using sign language that was not making sense to lecturers. The study concluded that student teachers with hearing impairments were able to perform better in assignments and that they experienced more challenges answering test questions. The study recommended the need for assessment items for students with hearing impairments to be adapted to make them appropriate for the students and that educators for students with hearing impairments should take a keen interest in acquiring knowledge of Zambia Sign Language grammatical structure to enable them to assess and mark assessment items of students with hearing impairments without difficulties.
Lesson preparation for inclusive teaching of learners with disabilities from grade 1 to 7 at Kankumba Primary School Malata, Lawrence Nsofwa; Muzata, Kenneth Kapalu
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 | 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.
Inclusive assessment practices and their application in the inclusion of students with visual impairment in higher education in Tanzania Lawi , Chiza; Muzata, Kenneth Kapalu
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.70

Abstract

The agenda for inclusive education cannot be fully realised if inclusive assessment is ignored by education systems and its practitioners. This was a qualitative study that investigated the inclusive assessment practices employed for Students with Visual Impairment (SwVI) in one selected Tanzanian higher education institution. Using an intrinsic case study design, the study answered two main research questions on what assessment practices were used when assessing SwVI and how the assessment practices were applied. Twenty participants (20) were purposively sampled to participate in interviews, and focus group discussions. Thematic analysis was used to make sense of the data. The findings revealed that there was adequate effort made by the higher education institution under study to use a variety of assessment methods to meet the needs of SwVI. Despite these efforts, students encountered a number of challenges in the application of some assessment practices. Among the main challenges was the failure of some students to read braille grade 2 and the lack of skills to use technological devices such as computers in assessment, even though computers were available. The university management should organise training programmes for SwVI in braille grade 2 and on how to use computers in assessment.
Community Perspectives on Social Cash Transfer for Children with Disabilities in Rural Zambia Viela, Emma; Muzata, Kenneth Kapalu; Simalalo, Magdalene; Ramalia, Aminah
Jurnal Karya Abdi Masyarakat Vol. 9 No. 1 (2025): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jkam.v9i1.42728

Abstract

This study explores the perceived benefits and challenges of the Social Cash Transfer (SCT) programme for learners with disabilities in Kalumbila District, Zambia. Using a qualitative case study approach, data were collected through in-depth interviews and focus group discussions involving learners, parents, teachers, and social service officers. The findings reveal that while SCT contributes to improved school attendance and basic educational support, significant barriers persist—including limited awareness, cultural stigma, inadequate outreach, and inconsistent disbursement. Schools played a crucial intermediary role, yet gaps in stakeholder coordination and inclusive communication practices hinder full access for eligible children. The study highlights systemic shortcomings in programme design, especially in addressing the complex needs of children with disabilities. It emphasizes the importance of embedding SCT within a broader inclusive social protection framework, supported by assistive services and multi-level collaboration. Despite offering critical insights, the study is limited by its geographic focus and qualitative scope, which constrain generalizability.
Secondary school teachers’ perceptions of Catholic school management in selected schools of Lusaka District Nyambe, Mwangala; Muzata, Kenneth Kapalu
Eureka: Journal of Educational Research Vol. 1 No. 2 (2023): Needs in educational implementation, institutional management, and its' integri
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.411 KB) | DOI: 10.56773/ejer.v1i2.7

Abstract

This paper presents the findings of a study conducted to assess Catholic and non-Catholic teachers’ perceptions of Catholic schools’ management in five selected Catholic secondary schools in Lusaka District of Zambia. The objectives of the study were to examine the experiences of teachers teaching in Catholic schools; to assess the teachers’ perceptions of their school management in the Catholic schools, to establish aspects that influence negative perception of teaching in a Catholic school, and to investigate how religious restrictions affected the morale of teachers teaching in Catholic schools. The study used a qualitative approach and semi-structured interviews to generate data. Purposive sampling was used to select 25 participants that included five school head teachers; one in each school, ten Catholic teachers and ten non-Catholic teachers; two in each school that participated in the study. Data analysis was thematic. Among the key findings were that Catholic schools were managed via a strict school management model. Further findings revealed that key management positions were seen to be a preserve for Catholic teachers, management in the schools was perceived to be conservative and mass was made compulsory. Based on the findings, the study recommended the need to make the attendance of Mass, devotion, and other religious activities optional especially for non-Catholic teachers in order to respect religious choice and further adoption of flexible styles of management and minimum supervision of teachers. Positions in school management should be available for all teachers and learners and be based on merit first before religious faith.
Gender-Based Perceptions of Postgraduate Defense Sessions and Seminar Feedback at the University of Zambia - A Quantitative Perspective Muzata, Kenneth Kapalu
Indonesian Educational Research Journal Vol. 3 No. 3 (2026): Innovative and Inclusive Pathways to Strengthening 21st-Century Skills in Educa
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 Aminah Ramalia Kumatongo, Brighton Lawi , Chiza Malata, Lawrence Nsofwa Nyambe, Mwangala Simalalo, Magdalene Viela, Emma