Understanding the Educational Experiences of Grade Four Language Learners in Selected Rural Schools of Zambezi District of Zambia

Abstract

This study was undertaken to analyse the educational experiences of Grade four language learners in selected rural primary schools of Zambezi District of Zambia. As a qualitative study, the descriptive research design was used to provide a detailed analysis of the phenomena under investigation. Data was collected through interviews and lesson observation in the target schools. The data was analysed thematically by grouping related data together into main themes. The population comprised all primary schools, all primary teachers, and all primary pupils of Zambezi District. The sample size comprised four primary schools, four primary administrators, four primary teachers, four parents and forty pupils from the four primary schools bringing the total participants to fifty-two (52). Purposive sampling was used in the selection of the teachers while convenience sampling was used to select the pupils. The objectives of the study were to; (i) establish the educational experiences of Grade four language learners in selected schools of Zambezi district, (ii) ascertain the views of teachers on the educational experiences of Grade four pupils in Zambezi district, (iii) determine the views of parents on the educational experiences of Grade four pupils in Zambezi district of Zambia, and (iv) establish pupils’ and teachers’ experiences on instructional experiences for Grade four classes in Zambezi district of Zambia. The findings of the study were that learners faced diverse educational challenges ranging from inadequate teachers, lack of teaching and learning materials or having outdated materials, negative attitude of some teachers towards work as they were not available for class at times, distance to schools, family pressure with their emphasis on traditional education and bullying by fellow pupils. The study recommended that head teachers should be monitoring their teachers effectively. The government should build more schools to reduce the long distances that learners cover. District educational officials should sensitize parents in rural schools to balance modern and traditional education.