SCHOOL OF HUMANITIES AND SOCIAL SCIENCES

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    Conversion in grant - aided schools: A case of Mabel Shaw and St. Mary’s Secondary Schools in Luapula Province, Zambia
    (KNU, 2020) MULENGA, Shantel
    This study aimed to determine whether grant-aided schools in Kawambwa and Mwansabombwe Districts convert learners to their denomination. The sample included 64 respondents: 2 headteachers, 2 chaplains, 10 teachers, and 50 learners. Using purposive and systematic sampling, the study employed qualitative methods, including interviews, questionnaires, and focus group discussions. Thematic analysis was applied to the qualitative data. Findings showed that learners were not influenced by mentorship, teacher, or administrator efforts to change their faith. Students followed the school’s faith due to rules and regulations, but conversions were unlikely due to ideological, doctrinal, and personal reasons.
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    Is Religious Education in schools beneficial to pupils’ moral development? The case of Caritas and Kalonga Secondary Schools in Kabwe Town
    (KNU, 2020) KWALELA, Kwalela
    This study explored the role of religious education in pupils’ moral development, focusing on its benefits and relationship with moral growth. Guided by Kohlberg’s theory of moral development, the research used a qualitative design and sampled 30 students from one government and one mission secondary school. Data were collected through interviews and focus group discussions, analyzed thematically. Results showed that religious education is crucial for moral development and addressing modern social issues. The study recommended that religious education be made compulsory, teachers undergo further training, and regular curriculum reviews be conducted to adapt to modern challenges like technology and media.
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    Knowledge of Non–Christian religions by Grade Seven Learners in Chivuna area of Mazabuka District
    (KNU, 2020) KHONJE, Tokisa
    This study examined Grade Seven learners in Chivuna, Mazabuka District, to assess their knowledge of non-Christian religions. Using a descriptive research design and qualitative methods, the study involved 74 participants, including 30 pupils and 7 teachers. Data was collected through interviews and focus group discussions and analyzed via thematic analysis. Findings indicated that rural learners struggled to understand non-Christian religions, particularly Indigenous Religion, which was often associated with witchcraft. Hinduism and Islam were also poorly understood. The study recommended enhancing teaching resources, improving Religious Education content, and making it a standalone curriculum subject to promote better religious understanding.
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    Resilience of Gender Based Violence amidst strategies to curb the vice in Lusaka District
    (KNU, 2020) KAPATA, Munyikwa Perity
    This study explored the resilience of Gender-Based Violence (GBV) in Lusaka District despite existing interventions. It assessed strategies, obstacles, and the impact of GBV on victims and society. Using a qualitative descriptive design with 24 purposively selected participants, the study found several strategies in place, including community awareness, Victim Support Units, and legal frameworks. However, obstacles such as cultural norms, economic vulnerability, and insufficient sensitization hindered progress. The study highlighted the severe effects of GBV, including divorce, loss of productivity, and health risks. It recommended increased community education, harsher penalties for perpetrators, and more resources to combat GBV.
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    The role of Civic Education in promoting learner participation in civic activities in selected secondary Schools in Ndola District
    (KNU, 2020) MULENGA, George
    This study explored how Civic Education influences learner participation in civic activities in secondary schools in Ndola, Zambia. It aimed to understand teachers' and learners' views, assess school managers' perceptions, and propose strategies to enhance engagement. Using qualitative methods, including interviews and focus group discussions, the study involved 21 students, 12 teachers, and 3 headteachers from three schools. Findings indicated that Civic Education increased learner involvement in decision-making and school management. The study recommended integrating service learning and experiential learning into the curriculum and making practical Civic Education activities examinable to enhance meaningful learning.