Philippine E-Journals

Exam-oriented Civic Education Learning and Its Influence on Pedagogical Innovation in Selected Secondary Schools in Lusaka

Exsaviour S Sakala | Tshabalala Samson Letsoaka

Discipline: Education

 

Abstract:

This study investigated how exam-focused civic education influenced pedagogical innovations in selected secondary schools in Lusaka, Zambia. Traditional, teacher-centred approaches that prioritise memorisation overactive and experiential learning were frequently the focus of emphasis on getting learners ready for national exams. The study aimed to determine how exam-driven civic education learning influenced active teaching methods to improve learner engagement, critical thinking, and the lack of application of civic knowledge. The study used a qualitative approach and phenomenological research design. Interviews were used as a data collection method, to investigate the opportunities and difficulties for pedagogical innovation in this setting. Fifteen secondary school teachers who taught civic education provided data for the study. Thematic analysis was used to analyse the data. The results showed that the teaching of Civic Education was based on preparing learners for exams. The study also indicated a lack of practical application of knowledge and, a lack of use of innovative teaching methods. The study revealed that barriers to the use of innovative teaching methods included; pressure to achieve high exam scores, lack of time to experiment with innovative teaching methods, large class sizes, and limited access to continuous professional development (CPD) on innovative pedagogies. The study recommended that educational authorities and schools should transition to a more comprehensive evaluation framework that emphasizes learners’ practical application of civic education knowledge and competencies.