Issues Associated with Excessive Use of Lecture Method as A Teaching Technique Among Teachers in Secondary Schools of Lusaka, Zambia

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@article{1704608,
      author = {Kalimaposo Kalisto , Kaumba Chivunda },
      title = {Issues Associated with Excessive Use of Lecture Method as A Teaching Technique Among Teachers in Secondary Schools of Lusaka, Zambia},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {6},
      number = {12},
      pages = {99-107},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1704608.pdf},
      abstract = {The aim of this paper is to explore the use of lecture method as a teaching mechanism in some secondary schools. The Ministry of Education encourages teachers use methods that generate creativity and critical thinking in the learners, the extent to which this is applied in the secondary schools, still remains a point of concern. A total 46 teachers and school administrators were recruited for this study. Data was collected through interviews and focus group discussions. The collected data was thematically analysed. The findings of the study indicate that most teachers resorted to using lecture method or teacher centred approaches due to large class sizes, inadequate teaching and learning materials, over loaded syllabi, preparation of learners for examinations and low levels of pupil participation in class activities. The study recommended inter alia adequate provision of learning and teaching materials in schools, stop over enrolment in schools and promote Continuous Professional Development programmes and activities in schools should be promoted in order to provide capacity to teachers on participative methods of teaching. Colleges of Education and Faculties of Education must ground all would be-teachers with adequate pedagogical training.},
      keywords = {Learning, Lecture Method, Secondary Schools, Teaching, Teachers, Zambia},
      month = {June},
  }