Assessment of service learning in the teaching of civic education in selected secondary schools in Lusaka province,Zambia

This study employed a cross sectional survey research design to assess service-learning in the teaching of civic education in selected secondary schools in Lusaka province. The purpose of this study was to assess how teachers and pupils interact in and outside classroom focusing on pedagogical approaches and practices used; teacher competency and pupils‟ public deliberations for civic learning.
Three public secondary schools were purposively sampled as they pioneered civic education from its inception in 2004. 12 teachers were purposively selected of which 3 were heads of departments (HoDs) and 9 were civic education teachers from the named schools. 28 pupils from each school in Grade 12 classes that were taking civic education were selected to take part in the study. They were selected by systematic random sampling so as to give equal chances of participation to pupils. Focus group discussions and questionnaires were administered to pupils while interviews and questionnaires were administered to teachers. All interviews were transcribed and were coded for themes. Analysis showed that there was weak engagement of active learning methodologies that stimulated classroom and community engagement to help learners create structured reflection and critical analysis of political and social challenges. Outcomes related to service-learning were also weak. It was concluded that teachers rarely used active learning methods. Pupils‟ deliberation in public discourse was weak making service-learning outcomes minimal in the sampled schools.
The researcher recommended that public schools should reclaim and rebalance collective obligation to help all pupils succeed by making public schools fulfil their purpose as anchors of democracy and propellers of the economy through service-learning. Furthermore, the researcher recommended that an on-going in-service professional development be provided on service-learning for teachers at all levels, from novices to the veterans. There was also need to institutionalise service-learning so that it becomes the basis of teaching methodologies in schools as well as increasing policy and leadership in this field to achieve public goals and solve public problems.