STUDENTS’ PERCEPTIONS OF NEWLY INTRODUCED EDUCATIONAL PSYCHOLOGY AND SOCIOLOGY OF EDUCATION PROGRAMMES IN THE SCHOOL OF EDUCATION AT THE UNIVERSITY OF ZAMBIA

Authors

  • Kenneth Kapalu Muzata Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia
  • Madalitso Khulupirika Banja Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia
  • Kalisto Kalimaposo Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia

DOI:

https://doi.org/10.46827/ejes.v7i12.3491

Keywords:

career options, educational psychology, students, sociology of education, training

Abstract

This paper reports the findings of a study whose purpose was to assess student perceptions of the programmes of study they were pursuing. To do this the study profiled 87 students. A mixed methods approach was adopted and data were collected using questionnaires and interviews. Quantitative data were analysed by use of the Statistical Package for Social Sciences (SPSS) Version 16 to obtain frequencies, percentages and differences between the two programmes in terms of student perceptions of their programmes of study. Qualitative data were analysed thematically with use of verbatim responses that indicated the respondents’ perceptions. Results indicated that although students were satisfied with the study of the two programmes, they had different career prospects. Respondents expressed desire to be trained for other jobs other than teaching. Students recommended that the school programmes’ content should also focus on preparing them for other jobs other than teaching. The study recommended reorientation of students about the main aim of the two newly introduced programmes.

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Author Biographies

  • Kenneth Kapalu Muzata, Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia
    Dr. Kenneth Kapalu Muzata is a lecturer in the Department of Educational Psychology, Sociology and Special Education (EPSSE) at the University of Zambia. He holds a PhD in Education from the University of South Africa (UNISA) and a Masters of Education in Special Education from the University of Zambia (UNZA). Dr. Muzata further holds a Bachelors of Arts with Education Degree (UNZA), a Postgraduate Diploma in Curriculum Design and Development from Open University of Tanzania, a Certificate in Environmental Education (WWF in conjunction with Rhodes University), and a Certificate in Distance Education (UNISA) and a non-degree credit transcript in Qualitative Research Methods, Master’s Thesis and Nordic Education (OULU University-Finland). He has 18 years of teaching experience at various levels of education most of which has been at teacher training colleges and Universities. He has authored and presented a number of research papers in special education, language of instruction, distance education and teaching practice.
  • Madalitso Khulupirika Banja, Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia
    Dr. Madalitso Khulupirika Banja obtained a PhD in Sociology of Education from the University of Zambia where he works as a teacher educator. His topic was ‘Mentoring of newly qualified teachers in Zambian secondary schools: An introspection of teachers’ and head teachers’ perspectives in selected districts of Zambia’. Before joining the University of Zambia Banja taught Sociology of Education and Educational Research Methods at the Copperbelt College of Education (currently Mukuba University). Before that he taught English Language and Literature in English in the secondary school under the Ministry of Education. Banja has authored two books, Faith of Many Colours: Reflections on Pentecostal and Charismatic Challenges in Zambia (2009) and Teachers as agents of Pupil Indiscipline (2013), and edited another book titled Selected Readings in Education (2017). He has written several book chapters and articles in peer referred journals mostly on matters surrounding the mentoring of newly qualified teachers. He has presented papers at international fora including the World Congress on Sociology (2010), the Distance Education and Training in Africa (2013, 2015 and 2017), African Teachers’ Regulatory Authority (AFTRA, 2016) and the Southern African Comparative History and Education Society (SACHES, 2014 and 2017).
  • Kalisto Kalimaposo, Department of Educational Psychology, Sociology and Special Education, University of Zambia, Zambia
    Dr. Kalisto Kalimaposo is currently senior lecturer in the University of Zambia, School of Education, Department of Educational Psychology, Sociology and Special Education. He holds a PhD in Sociology of Education, Masters Degree in Sociology of Education and a Bachelors degree in Sociology and Library, Information Studies. His research interests include equity studies in education, curriculum innovation, teacher education, transformative learning, comparative and development education, early childhood education, primary education and entrepreneurial education.

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Published

2020-12-20

Issue

Vol. 7 No. 12 (2020)

Section

Articles

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