Factors affecting teaching and learning of home economics in the integrated primary curriculum: A study of selected primary schools in Lusaka province of Zambia
Simamuna Likando Mubita, Dr. Kalisto Kalimaposo
As primary curriculum reforms were being implemented in the nation of Zambia, Home Economics subject got negatively affected because the curriculum reforms introduced subject integration. This article is a summary of an ongoing PhD study on Factors Affecting Teaching and Learning of Home Economics in the integrated primary curriculum in Lusaka. A social system theoretical framework was used in this study. The data were generated through semi-structured interview, through questionnaires and document analysis. Based on the thematic analysis of the data, the findings demonstrated that the teaching of integrated Home Economics had not been viable, citing a variety of challenges of which inadequacy of allocated time, compromised content and lack of teaching skills were prominent. The conclusion of the study was that partial solution to the problem was found. The article explains types of integration and how they connect, diverse views on integration, integrated Home Economics in Zambian primary schools and several integration aspects regarding the subject.
Simamuna Likando Mubita, Dr. Kalisto Kalimaposo. Factors affecting teaching and learning of home economics in the integrated primary curriculum: A study of selected primary schools in Lusaka province of Zambia. International Journal of Multidisciplinary Research and Development, Volume 3, Issue 11, 2016, Pages 09-16