Vol. 5, Issue 4 (2019)
The provision of quality science education in primary teacher training colleges: A case of selected colleges in Kitwe district
Author(s): Nixon Musukwa
Abstract: This study explored factors that affected the provision of quality science education in selected colleges of education in Kitwe. The objectives were to assess the preparations lecturers undertake before teaching science education lessons, examine the instructional strategies used in the teaching of science education and establish factors hindering the provision of quality science education in primary teacher training colleges. The sample consisted of 4 lecturers and 50 students from selected primary teacher training colleges, a total of 54 respondents. In order to address the issue, the study used a descriptive survey design. Data was collected using questionnaires, documents review check list and classroom observations. All stages of data collection generated qualitative data which was thematically analysed. The study found that most lecturers lacked adequate preparations before teaching; their lessons had no objectives and therefore had no direction. Additionally, there was lack of supervision on lecturers’ work. Lack of professional meetings also exacerbated the situation. Furthermore, the lecturers used teaching strategies that alienated students from lessons, predominantly lecture method which fail short of promoting active and reflective learning. Amidst all these, lecturers were also found to have bad attitude towards students. Lack of resources led to poor science education lessons delivery. The calibre of enrolled students was also low. These problems made teachers receive low quality science education. Based on these findings, the study recommended that preparations of science lessons by lecturers should be supervised and their lessons observed regularly. There should be specialization in the way science education is taught at colleges. In addition to O-level results, there should also be aptitude tests as a pre-requisite entry requirement for enrolment into the programme. Lastly, lecturers should develop positive and conducive learning environments that are friendly and promote learner participation.