EDU Proposal Thomas-2018 PDF

THE CONTENT IN THIS DOCUMENT SHOULD NOT BE COPIED, REFERRED TO OR
PRESENTED TO ANY ACADEMIC INSTITUTION.
A COMPARATIVE STUDY OF THE PERFORMANCE OF PUPILS IN

SCHOOL CERTIFICATE MATHEMATICS EXAMINATION IN
REGULAR AND SPECIAL SCHOOLS. A CASE STUDY OF MAGWERO
AND THREE SELECTED SCHOOLS OF CHIPATA DISTRICT.
By
THOMAS MANDA
STUDENT NUMBER
Supervisor
Dr. R. KABETA
Research proposal submitted to Mulungushi University School of Education (SOE)

in partial fulfillment of the requirements for the Bachelor’s Degree of Mathematics
and Information, Communication and Technology with Education (BMICT ED).
Mulungushi University
Kabwe, Zambia.
©2018
1
By Thomas Manda @2018
TABLE OF CONTENTS
TABLE OF CONTENTS .................................................................................................................................. I
CHAPTER 1: INTRODUCTION ........................................................................................................................ 1
1.0. BACKGROUND TO THE STUDY ..........................................................................................................1
1.1. STATEMENT OF THE PROBLEM ........................................................................................................2
1.2. PURPOSE OF THE STUDY .....................................................................................................................2
1.3. OBJECTIVES ............................................................................................................................................2
1.3.1. General objective ................................................................................................................................2
1.3.2. Specific objectives ...............................................................................................................................2
1.4. RESEARCH QUESTIONS .......................................................................................................................3
1.5. SIGNIFICANCE OF THE STUDY ..........................................................................................................3
1.6. LIMITATIONS OF THE STUDY ............................................................................................................3
1.7. DELIMITATIONS .....................................................................................................................................4
1.8. DEFINITION OF TERMS ........................................................................................................................4
CHAPTER 2: LITERATURE REVIEW ............................................................................................................. 5
2.0. INTRODUCTION ......................................................................................................................................5
2.1. STUDIES ON PERFORMANCE OF PUPILS ON SPECIAL AND REGULAR PUPILS ...................5
2.2. IMPLEMENTATION OF CURRICULUM IN SPECIAL AND REGULAR SCHOOLS ...................7
2.3. AVAILABILITY OF TEACHING AND LEARNING RESOURCES...................................................8
2.4. STRATEGIES/MODIFICATIONS TO MITIGATE FACTORS AFFECTING PERFORMANCE ..9
CHAPTER 3: METHODOLOGY ..................................................................................................................... 11
3.0. INTRODUCTION ....................................................................................................................................11
3.1. RESEARCH DESIGN .............................................................................................................................11
3.2. POPULATION .........................................................................................................................................11
3.3. SAMPLE SIZE .........................................................................................................................................11
3.4. SAMPLING PROCEDURE ....................................................................................................................12
3.5. DATA COLLECTION INSTRUMENTS ...............................................................................................12
3.6. DATA COLLECTION PROCEDURE ...................................................................................................12
3.7. DATA ANALYSIS ...................................................................................................................................12
3.8. ETHICAL CONSIDERATIONS ............................................................................................................13
3.9. RESEARCH SCHEDULE AND TIME LINE........................................................................................13
Table 1: Time line and Research activities .......................................................................................................13
Table 2: Research Budget ..................................................................................................................................14
APPENDICES .................................................................................................................................................... 15
APPENDIX 1: QUESTIONNAIRE FOR TEACHERS .....................................................................................................15
APPENDIX 2: QUESTIONNAIRE FOR PUPILS ...........................................................................................................19
APPENDIX 3: INTERVIEW GUIDE FOR PUPILS WHO ARE VISUALLY IMPAIRED .....................................................23
REFERENCES ................................................................................................................................................... 24
i
CHAPTER 1: INTRODUCTION
The purpose of this chapter is to give an overview of the background to the study, statement of the
problem and purpose of the study. This chapter will also state the general and specific objectives
of the study. It will present the study questions, the significance of the study, limitations of the
study and finally the definition of the terms.
1.0. BACKGROUND TO THE STUDY
Special Education is the field of education that has been unstable in terms of services that are
offered to children with special needs. In case of Zambia, this kind of education was first
established in 1905 by some missionaries in Eastern Province. By then only the deaf and the
Visually Impaired were fortunate to have the privilege of receiving special education. It was not
until 1971 under the leadership of David Kenneth Kaunda when the Ministry of Education took
over the responsibility of facilitating special education in Zambia (Sakala, 2011).
The Ministry of Education, then, in collaboration with other ministries such as the ministry of
Health and Non-Governmental Organizations raised concerns of providing inclusive education
(MOE, 1996). However, the provision of inclusive education has raised a lot of questions in the
mind of parents, educators, and some researchers. Researchers have carried out studies to find out
how effective inclusive education is in Zambia. Despite the introduction of special schools, pupils
especially the visually and hearing impaired have been encountering different challenges on their
way of acquiring education in practical subjects. Therefore, the pace at which they are taught is
very slow as compared to pupils in regular schools.
As in the case of Zambia, both pupils from special and regular schools write the same final school
certificate examinations. Consequently, the researcher intends to find out whether or not special
schools use the same curriculum and syllabus as the regular schools. And also, the performance of
learners who in special schools as compared to pupils in regular schools, especially in practical
subjects such as Mathematics? It is from this realization, that this study is going to analyze and
compare the performance of pupils in special and regular schools in mathematics examination and
establish the measures that should be put in place to help alleviate or bridge the difference.
1
1.1. STATEMENT OF THE PROBLEM
Although there are studies that have been carried out in Zambia on the comparison of performance
of pupils in different examinations, in various settings and at different levels and the factors which
affect their performance, there seem to be no studies that have been carried out to compare the
performance between Grade 12 pupils in regular schools and Grade 12 pupils in special schools in
School Certificate Mathematics Examination. The problem, therefore, is that we do not know
whether there is any difference in performance between regular pupils and special pupils in the
grade 12 mathematics examination.
1.2. PURPOSE OF THE STUDY
The purpose of this study is to compare the performance of grade 12 pupils in mathematics
examination school certificate in selected regular and special schools. Study carried out in Chipata
district.
1.3. OBJECTIVES
This study will be guided by the following general and specific objectives:
1.3.1. General objective
To establish if there is any difference in performance between grade 12 pupils in regular and
special schools in School Certificate Mathematics Examination in secondary schools in Chipata
District.
1.3.2. Specific objectives

➢ To find out or analyze the performance of grade 12 pupils in regular and Special schools
in the School Certificate Mathematics Examination.
➢ To find out the implementation of the curriculum, syllabus and writing final examinations
in regular and special schools.
➢ To investigate the availability of resources and teaching material in regular schools and
special schools.
➢ To determine the modifications which can be employed to eliminate the identified
difference or gap, if any.
2
1.4. RESEARCH QUESTIONS

Based on the objectives of this study the research questions are as follows:
➢ To find out whether there is a difference in performance between grade 12 pupils in
regular schools and special schools in mathematics examinations certificate in
selected secondary schools in Chipata District?
➢ Are the pupils taught using the same curriculum, syllabus and later write the same
final examination?
➢ Do regular and special schools have adequate and enough resources and teaching
materials?
➢ What adjustments or strategies would be considered to mitigate the factors that affect
performance in both regular and special schools and bridge the difference if any?
1.5. SIGNIFICANCE OF THE STUDY
This study will be of great significance and benefit to the Government, non-governmental
organizations (NGOs), and other stakeholders who are taking part in the provision of regular and
special education in Zambia in the following ways:
✓ Help the educators in planning, improving and making available relevant resources
to assist in teaching and learning mathematics in regular and special schools.
✓ Inform and Benefit teachers and educational planners as it avails to them information
on the difference or similarity in terms of performance in mathematics between
pupils in regular schools and that of pupils in special schools.
✓ Assist Educationists and people concerned to understand the different amendments
and strategies which can help pupils in regular and special schools learn mathematics
without difficulties.
1.6. LIMITATIONS OF THE STUDY
On account of limited resources and time, the researcher shall conduct the study on a small sample.
Therefore, the findings may be subjected to various understandings and, or will not even be
generalized to all schools and institutions that have children with special needs in the entire
country.
3
1.7. DELIMITATIONS
This study is delimited to regular secondary schools and special schools in Chipata District. It will
be conducted on Magwero (special school) and some selected secondary schools with regular
pupils, because the study is interested in finding out if there is a difference in performance between
grade 12 pupils in regular schools and special schools in mathematics examinations. Magwero has
two units which include, school of the deaf and school of the blind. The sampled schools will be
confined to one district so as to avoid sample differences resulting from differences in
administrative and selection policies among Provinces.
1.8. DEFINITION OF TERMS
The following are keys terms that the researcher will use often in the study with meanings:
Regular School: An institution that enrolls all children without special educational needs.
Regular Pupil: An individual who is enrolled or accepted for enrollment at an institution for the
purpose of attaining education and is able to learning without the help of special educational needs.
Special School/Unit: This is a school catering for pupils who have special educational needs due
to learning difficulties, physical disabilities or behavioral problems.
Special Pupil: An individual who is enrolled or accepted for enrollment at an institution for the
purpose of attaining education and is only able to learning with the help of special educational
needs.
School Certificate Mathematics Examination: It is a formal test of individual’s knowledge or

skills in mathematics at senior secondary level.
Curriculum: The term curriculum refers to the lessons and academic content taught in a school or
in a specific course or program
Syllabus: A syllabus is an academic document that communicates course information and defines
expectations and responsibilities.
Final Examination: The act of conducting a detailed investigation or is a formal test of an

individual’s knowledge or skills in a given area, and or to be award a certification.
4
CHAPTER 2: LITERATURE REVIEW
2.0. INTRODUCTION
This chapter presents the literature that is relevant to the study. The literature review is presented
to the following themes or sub-headings derived from the study objectives and questions. These
include comparative studies on the performance of pupils in special and regular schools,
implementation of the curriculum, syllabus and writing final examinations in regular and special
schools, investigate the availability of resources and teaching material in regular schools and
special schools and finally the strategies/modifications to mitigate factors affecting performance.
2.1. STUDIES ON PERFORMANCE OF PUPILS ON SPECIAL AND REGULAR

PUPILS
There are several studies that were done on the performance of pupils in special and regular schools
in Zambia,
Mulambwa (2007) compared the performance of students with visual and non-visual impairments
in the level of national examinations of 12 years for five years and the factors that influenced their
performance. The study revealed that the performance of students with visual impairments had
been poor in the last five years compared to those of students without visual impairments. The low
performance of students with visual impairment has been attributed to factors such as lack of
materials and equipment for learning / teaching, poor infrastructure in terms of salt resources and
the lack of specialized teachers and the negative attitude of teachers towards ordinary of students
with visual impairments.
Musonda & Phiri (2017) sought to examine emerging factors affecting the academic performance
of deaf and hard of hearing learners at Chileshe Chepela Wansongo Special Secondary School,
Kasama, Zambia. The results of the study revealed that teachers of learners with Hearing Impaired
had limited skills in the appropriate mode of communication and so the teaching and learning
processes were negatively affected, thereby leading to poor performance of the learners in the final
examination. Besides this, Teachers indicated that pupils with Hearing Impairment tend to have
challenges in understanding examination questions and this contributes to their underperformance.
5
The study also found that the curriculum currently being offered to learners with Hearing Impaired
in most special schools was unsuitable for them in the sense that it was too bulky. Based on the
findings of the study, recommendations were as follows: Teachers should ensure that the content
in syllabus is covered extensively through the use of extra lessons, giving of homework regularly
and individualized education; colleges of education should ensure that trainee teachers are well
trained in various classroom communication modes for the deaf pupils; government should revise
the school curriculum in order to make appropriate for Hearing Impaired learners; and
Examination Council of Zambia should use other formats of assessing hearing impaired learners.
Comparative studies on the performance of pupils in special and regular schools that have been
carried out in other countries.
A comparison between students with and without emotional and behavioral disorders in their
understanding of the scientific concepts, research by Van Der Steen, et al. (2012). The research
shows that students with special needs with behavioral difficulties perform at the same level as
regular students in tasks that require scientific thinking and reasoning, if they are guided by an
adult using appropriate scaffolding techniques to respond to emotional needs and cognitive of the
students. On the other hand, standardized tests in mathematics and language seem to be too
demanding.
In Nigeria, Akpan, et al. (2010) carried out a study, to compare the academic performance of
primary school children with behavioral disorders with that of those who do not have behavioral
disorders. The findings of the study indicated that the overall academic performance of pupils with
behavioral disorders was significantly lower than that of those without behavioral disorders. This
highlighted the importance of periodic assessment of both behavior and academic records of
children. It also encouraged teachers to pay more attention to those pupils with behavioral
disorders by closer supervision of their school works so as to improve their academic performance.
A search was conducted to determine to what extent regular (normal) students and students with
special needs (visually and hearing impaired) in inclusive and non-inclusive classes differ in school
outcomes. It was carried out in Port Harcourt, in the state of the rivers of Nigeria. The results
obtained after the data analysis indicated that there was a significant difference in the academic
performance of students with regular and special needs in an inclusive school context, in favor of
6
regular students; there was a significant difference in the academic performance of students with
special needs in inclusive and non-inclusive classes, in favor of those educated in inclusive
classrooms; regular students who grew up in inclusive and non-inclusive classes differed
significantly in their academic performance, in favor of those who attended inclusive classes
(Ekeh & Oladayo, 2013).
Emotional stability is an important factor for students with visual impairments who study in special
schools and in inclusive settings. Students who study in inclusive settings are more emotionally
stable than students who study in special schools. This could be due to the fact that the inclusive
fixing, students are studying with regular (normal) students and are moving towards the best
cohesive social groups. Most students who study in special schools spend more time in hostels and
as such, they continue to live in their world, away from their families. Although special school
students have all the facilities and the external support system still due to their exclusivity, they
are deprived of their adequate emotional support (Josh & Pankaj, 2016).
2.2. IMPLEMENTATION OF CURRICULUM IN SPECIAL AND REGULAR

SCHOOLS
The Zambia Education Curriculum Framework (ZECF) is a guide and set of binding regulations
for all levels of learning institutions that are involved in the provision of formal education. It shall
function as a tool to assist teachers and teacher-educators/instructors in the implementation of the
national policy on education.
“Children with special educational needs will require adapted curriculum and adapted technology
relevant to their disabilities. However, learners with Intellectual Impairments as well as others
with severe disabilities who cannot benefit from the inclusive curriculum will have an alternative
curriculum that suits their needs and abilities. Such learners will be sent to special education units
and schools.” (CDC, 2013).
Muzata (2017) undertook a study to establish how the 2013 revised curriculum was being
implemented in teaching Learners with Special Educational Needs in Zambia. Without knowledge
of whether special education teachers were involved in the curriculum process or not, it was further
imperative to study their involvement in the curriculum development process and its
implementation. Results of the study established that special education teachers were not involved
7
in the CDP except at implementation and they were implementing the revised curriculum amidst
numerous challenges. Lack of involvement in the curriculum development process was linked to
special education teachers’ lack of understanding of key concepts necessary for curriculum
implementation for LSENs.
A research study was undertaken to establishing whether secondary school teachers in Lusaka
urban of Zambia were adequately and actively involved in the curriculum development process.
The findings of the study clearly suggested that teachers were dissatisfied with the existing practice
of curriculum development which insignificantly involved them. The majority of secondary school
teachers in Lusaka Urban had never participated in the development of the curriculum and this
they thought was the main reason why they faced challenges with implementing it effectively. It
was further revealed that curriculum materials such as textbooks were of poor quality (Mwanza,
2017).
2.3. AVAILABILITY OF TEACHING AND LEARNING RESOURCES
“Methods employed by teachers to teach Mathematics and Science subjects in primary and
secondary schools are to a very large extent influenced by the kind of resources and facilities
available in the school.” UNESCO.
According to Okongo, et al. (2015) citing Owoko (2010), the term resources refers not only to the
methods and teaching materials, but also the time available for instruction, knowledge and skills
of teachers acquired through training and experience. Teaching students with special needs in the
inclusive classroom deviates from the "regular" program. Students with special needs may require
more instructional time, other learning methods and professional knowledge.
Okongo, et al. (2015) did a study that aimed at finding out whether availability of teaching and
learning resources influenced implementation of inclusive education in pre-school Centers in
Nyamira North sub-county. Their findings suggested that adequate teaching and learning resources
should be provided to ensure effective implementation of inclusive education and more funds to
be allocated for procuring teaching and learning materials for Special Needs Education (SNE)
learners.
8
Manchishi (2015) attempted to highlight the factors that contribute to low achievement levels in
mathematics among pupils with hearing loss and to suggest measures that would improve their
performance. The inquiry showed that hearing loss significantly affected their ability to learn
mathematics due to their failure to comprehend the mathematics language. Teachers were not
enough and not all of those available were well qualified, supportive and with positive attitudes
towards learners with hearing impaired. Teaching and learning materials were also inadequate.
The study recommended the need to ensure that only trained and specialized teachers are deployed
in classrooms for the hearing Impaired.
The teaching materials give credibility and reality to the abstract concepts taught at this level.
These educational materials include images, computers and television, audio and visual materials.
When these materials are not available or are inadequate, the teacher should improvise.
Appropriate and relevant materials offer space for effective and efficient teaching and learning in
science and mathematics. It is the lack of such a situation that has resulted in poor performance in
science and mathematics (Okori and Jerry, 2017).
2.4. STRATEGIES/MODIFICATIONS TO MITIGATE FACTORS AFFECTING

PERFORMANCE
The current situation of educating pupils in mathematics is being carried out mainly on three
modalities: regular schools, special schools and inclusive schools.
In order to improve teaching and learning practices in secondary schools, the school management
should sensitize mathematics teachers not to be gender biased in their lessons by involving both
boys and girls equally in mathematics lessons. Also, Secondary school management should
organize meetings where parents can be sensitized and educated on the importance of their
involvement in their children ‘s mathematics education (Hakalo, 2014).
Manchishi (2015) explains, while schools offer literacy programmes such as Primary Reading
Programme, New break through to literacy and step into English, there is need to ensure that they
have numeracy components so as to aid in the mastery of mathematics especially for the hearing
impaired. One option is to introduce simultaneous communication which comprises the spoken
and signed parts of a language. Examination Council of Zambia needs to consider modifying the
9
examinations for the hearing impaired by removing certain components such as those that are
sound-based and may be difficult for the Deaf to understand.
To develop clear and well-coordinated inclusive education policies and guidelines and the policy
documents be available to all education stakeholders, to train more teachers in special needs
education including those persons with special needs, and be deployed to regular school and also
to make sign language and brille compulsory and as independent examinable course in all teacher
training institutions of Zambia (Ngulube, 2016).
Muzata (2017) recommends a deliberative cycle of training of special education teachers in the
revised curriculum as it relates to special education. He further calls for the provision of necessary
specialized and adapted materials for effective implementation of the revised curriculum.
“If every child matter, every child has the right to a good start in life.
If every child matter, every child has the right to be included.
And that is so important for children with special needs.”
- Cherie Blair
10
CHAPTER 3: METHODOLOGY
3.0. INTRODUCTION
This chapter describes the methodology to be used in conducting the study. The chapter is
organized under the following section: research design, population, sample, sampling procedure,
instruments for data collection, procedure for data collection, data analysis, ethical considerations,
research schedule and timeline, as well as proposed budget and references.
3.1. RESEARCH DESIGN
In this study, the researcher will use the case study. The researcher intends to use the case study
because of its ability to collect data from large population by using questionnaires and its emphasis
on fact finding. A case study will also allow the researcher to generalize data. Data will be collected
from selected secondary schools and Magwero School of the deaf and blind.
3.2. POPULATION
The population of the study will be taken from one district; Chipata of Eastern Province. Chipata
is purposely chosen because it is where the researcher resides. The secondary schools selected will
be located at different localities. Among the three regular selected schools, one will be a co-
education school and the other two will be single sex schools (i.e. boys only and girls only).
In simpler terms, the population will consist of visually impaired pupils, hearing impaired pupils
and teachers from each unit at Magwero school. pupils and teachers from each of the three selected
regular schools will be engaged in the study.
3.3. SAMPLE SIZE
Ten (10) visually impaired pupils, ten (10) hearing impaired pupils and five (5) teachers from each
unit at Magwero school. Seven (7) pupils and three (3) teachers from each of the three selected
regular schools will be engaged in the study. This simply means that 41 pupils and 19 teachers
from each school/unit will be involved, thereby making the total sample size of sixty (60)
respondents. The sample of the research will be drawn from four (4) selected schools in Chipata
District.
11
3.4. SAMPLING PROCEDURE
The study will use probability sampling procedure or design. To achieve this, simple random
sampling procedure will be applied so that every participant or respondent has an equal chance to
be in the sample. The 41 pupils from the different selected schools will randomly selected. (i.e.
giving the pupils numbers from one until to the last pupil. Then, those who will be given odd
numbers; 1, 3, 5 and so on will be picked to form the study sample). The same sampling procedure
will be use to pick teachers.
3.5. DATA COLLECTION INSTRUMENTS
Questionnaire and an interview guide will be used as instruments of data collection. The researcher
proposes to use questionnaires because of their ability to collect data from large sample and their
nature which is against biasness. The other justification is that a questionnaire is relevant in this
study because it assures the respondents’ confidentiality and it is less time consuming were data
collection and analysis are concerned. For learners who are visually impaired the researcher
proposes to use the interview guide because they may not be able to read answer the questionnaire.
3.6. DATA COLLECTION PROCEDURE
Data collection will be done during the vacation period of the Mulungushi University school
calendar that is from 23rd December 2018 to 1st February 2019 (Six Weeks). Questionnaires will
be distributed to teachers and pupils in the second week, after the secondary schools open for the
first term. All respondents especially teachers will be requested to complete the questionnaires at
least within three days, or four days at most.
3.7. DATA ANALYSIS
All Data analysis will be done in line with the study objectives. Questionnaires will be
systematically organized and will also be subjected to statistical analysis using the SPSS package.
Later they will be summarized into tables, frequencies and graphs. The researcher will transcribe
all responces from all the participants qualitatively and quantitatively in order to establish if there
is any difference in performance between grade 12 pupils in regular and special schools in the
Mathematics Examinations. Furthermore, qualitative data obtained from interviews will be
analyzed by the use of thematic data analysis.
12
3.8. ETHICAL CONSIDERATIONS
The study will be guided by the following ethical considerations: participants will be allowed to
decline or to participate freely; names of participants will be kept anonymous; offensive statements
that could harm the respondents will be avoided, because dealing with human beings in research
requires that research ethics are adhered to. According to Sakala (2011) who cited Mikkelsen
(2005) research ethics are important in social sciences. On the basis of Mikkelsen’s assertions this
study adheres to ethical principles.
3.9. RESEARCH SCHEDULE AND TIME LINE.
Table 1: Time line and Research activities
Month SEP OCT NOV JAN FEB MAR APR MAY JUN
Activity (2018) (2018) (2018) (2019) (2019) (2019) (2019) (2019) (2019)
Title & Literature Research ✓
Proposal Writing ✓ ✓
Proposal Presentation and

Research Instrument ✓
Preparation
Data Collection ✓
Entering and analyzing data ✓
Report Writing ✓ ✓ ✓
Binding
✓
Report Submission ✓
Oral Poster Presentation ✓
13
Table 2: Research Budget
Items Description Number Quantity Unit cost Total in Kwacha

of days (pages)
a) Stationary
Realms of paper 2 K 60.00 each K 120.00
Envelops 10 K 2.50 each K 25.00
USB Flash Disk 1 K 100.00 each K 100.00
Pens 40 K 2.00 each K 80.00
Printing questionnaire (2×4) K 2.50 per page K 20.00
Photocopying questionnaires (4×60) K 1.50 per page K 360.00
Compact Disks (CDs) 2 K10.00 K20.00
Binding (2, Proposals) (4, Reports)
b) Transport & Logistics
8 Trips to different schools 2 K150.00 each day K 300.00
Food 2 K100.00 each day K 200.00
TOTAL K
14
APPENDICES
Appendix 1: Questionnaire for Teachers
CODE
MULUNGUSHI UNIVERSITY
SCHOOL OF EDUCATION
QUESTIONNAIRE FOR TEACHERS
RESEARCH TITLE: A COMPARATIVE STUDY OF THE PERFORMANCE

OF PUPILS IN SCHOOL CERTIFICATE MATHEMATICS EXAMS IN
REGULAR AND SPECIAL SCHOOLS.
Dear Respondent,
My name is Thomas Manda, a 4th year student pursuing a Bachelor’s Degree of

Mathematics and ICT with Education at Mulungushi University. I am conducting a
comparative study on the performance of pupils in school certificate mathematics
examination in regular and special schools in Chipata District, Eastern Province. You have
been randomly selected to participate in this study by way of this questionnaire. The
information you give is purely for academic purposes and will be treated with complete
confidentiality.
It is important that you be honest in your responses. Your input will help improve the
standards of education in special and regular schools. However, you reserve the right to
refuse to take part in this study, and you may also terminate your participation at any time
without any prior notice.
INSTRUCTIONS
1. Do not write your name on this questionnaire
2. Mark with an “X” in the box of your choice.
1. Yes [x]
2. No [ ]
3. Where no answers are provided, please fill in the blanks.
15
BACKGROUND CHARACTERISTICS
NO. QUESTION DESCRIPTION CODING RESPONSE OFFICIAL
USE ONLY
1. What is your Sex? 1. Male [ ]

2. Female [ ]
2. What is your highest level of 1. Teaching Certificate [ ]

qualification? 2. Diploma [ ]
3. Bachelor’s Degree [ ]
4. Master’s Degree [ ]
5. PHD [ ]
3. How long have you been a teacher? 1. 0 – 2 years [ ]

2. 3 – 5 years [ ]
3. 6 – 8 years [ ]
4. 9 – 11 years [ ]
5. Above 12 years [ ]
4. For how long have you taught at this 1. 0 – 2 years [ ]

school? 2. 3 – 5 years [ ]
3. 6 – 8 years [ ]
4. 9 – 11 years [ ]
5. Above 12 years [ ]
5. Was it your choice to teach at this school? 1. Yes [ ]

2. No [ ]
PUPIL PERFORMANCE
1. 90% and above [ ]
2. 51 – 89% [ ]
6. What percentage of pupils in this school do
3. 50% [ ]
you expect to complete secondary school?
4. Below 50% [ ]
1. 90% and above [ ]

2. 51 – 89% [ ]
7. What percentage of your pupils are capable
3. 50% [ ]
of getting distinctions in Mathematics ECZ
4. Below 50% [ ]
examinations?
5. 0% [ ]
1. Very good [ ]
2. Good [ ]
8. Compared to regular schools/special schools,
3. Poor [ ]
how do pupils at this school perform?
4. Very poor [ ]
16
CURRICULUM, SYLLABUS AND FINAL EXAMINATION

9. Do teachers at this school participate in 1. Yes [ ]
curriculum, syllabus and examination 2. Not sure [ ]
formulation? 3. No [ ]
10. Do teachers at this school use the same 1. Yes [ ]

curriculum and syllabus used in 2. No [ ]
regular/special schools?
11. Are the Pupils from this school have 1. Yes [ ]

challenges when writing the Examinations 2. Not sure [ ]
Council of Zambia (ECZ) final 3. No [ ]
examinations?
12. Is the Examinations Council of Zambia

(ECZ) currently making amendments to
alleviate the challenges faced by pupils when 1. Yes [ ]
writing examinations? If no challenges, skip 2. Not sure [ ]
question. 3. No [ ]
13. In your opinion, do you think general schools 1. Yes [ ]

and special schools should continue/start 2. No [ ]
writing the same final examinations?
a. ………………………………………
………………………………………
14. If you answered No on Question 13, Please
………………………
suggest how final examinations should be
b. ………………………………………
conducted. If you answered yes, skip this
………………………………………
question.
………………………
AVAILABILITY OF TEACHING AND LEARNING RESOURCES
[ ]
15. Do you think this school has adequate 1. Yes [ ]
teaching and learning materials/resources to 2. Not sure [ ]
facilitate the teaching and learning process? 3. No
1. Yes [ ]
16. Do teachers at this school use a variety of
2. Not sure [ ]
teaching strategies and learning activities to
3. No [ ]
achieve maximum learning for pupils?
17
1. Excellent [ ]
2. Good [ ]
17. How do you consider the teaching standards
3. Not sure [ ]
at this school?
4. Fair [ ]
5. Bad [ ]
AMMENDMENTS/STRATEGIES TO MITIGATE THE DIFFERENCE

a. …………………………………
…………………………………
18. As a teacher at this school, what sort of
…………………………………
challenges do you face in an effort to
b. …………………………………
implement the curriculum, syllabus and
…………………………………
administer ECZ examinations?
…………………………………
c. …………………………………
…………………………………
…………………………………
a. …………………………………
…………………………………
19. As a teacher at this school, what
…………………………………
adjustments do you think should be put
b. …………………………………
in place to mitigate the challenges
…………………………………
mentioned above, if no challenges skip
…………………………………
the question
c. …………………………………
…………………………………
…………………………………
In your own words, what a. ………………………………………
amendments/strategies do you think ………………………………………
20. ………………………
should be put in place, if the difference in
performance between regular and special b. …………………………………
pupils favors regular/special pupils? …………………………………
…………………………………
c. …………………………………
…………………………………
…………………………………
THE END. Thank you for your participation in this study
18
Appendix 2: Questionnaire for Pupils

CODE
MULUNGUSHI UNIVERSITY
SCHOOL OF EDUCATION
QUESTIONNAIRE FOR PUPILS
RESEARCH TITLE: A COMPARATIVE STUDY OF THE PERFORMANCE

OF PUPILS IN SCHOOL CERTIFICATE MATHEMATICS EXAMS IN
REGULAR AND SPECIAL SCHOOLS.
Dear Respondent,
My name is Thomas Manda, a 4th year student pursuing a Bachelor’s Degree of

Mathematics and ICT with Education at Mulungushi University. I am conducting a
comparative study on the performance of pupils in school certificate mathematics
examination in regular and special schools in Chipata District, Eastern Province. You have
been randomly selected to participate in this study by way of this questionnaire. The
information you give is purely for academic purposes and will be treated with complete
confidentiality.
It is important that you be honest in your responses. Your input will help improve the
standards of education in special and regular schools. However, you reserve the right to
refuse to take part in this study, and you may also terminate your participation at any time
without any prior notice.
INSTRUCTIONS
1. Do not write your name on this questionnaire
2. Mark with an “X” in the box of your choice.
1. Yes [x]
2. No [ ]
3. Where no answers are provided, please fill in the blanks.
19
BACKGROUND CHARACTERISTICS
NO. QUESTION DESCRIPTION CODING RESPONSE OFFICIAL
USE ONLY
1. What is your Sex? 1. Male [ ]

2. Female
[ ]
2. How long have you been a pupil at this 1. 0 – 2 years [ ]
school? 2. 3 – 5 years [ ]
3. 6 – 8 years [ ]
4. 9 – 11 years [ ]
5. Above 12 years
[ ]
3. Was it your choice to learn at this school? 1. Yes [ ]
2. No [ ]
4. Do you think you will complete secondary 1. Yes [ ]

school? 2. No [ ]
PUPIL PERFORMANCE
5. Do you think you are capable of getting a 1. Yes [ ]

distinction in Mathematics ECZ 2. No [ ]
examinations?
1. Very good [ ]
2. Good [ ]
6. How is your performance, as compared to
3. Poor [ ]
pupils in regular/special schools?
4. Very poor [ ]
7. In your opinion, do you think there is a 1. Yes [ ]
difference in pupil performance between 2. No [ ]
special and general schools in Mathematics?
a. ………………………………………
………………………………………
………………………………………
Give reasons for your answer on Question 7. b. ………………………………………
8.
………………………………………
………………………………………
c. ………………………………………
………………………………………
………………………………………
20
CURRICULUM, SYLLABUS AND FINAL EXAMINATION
[ ]
9. As a pupil, do you have challenges getting 1. Yes [ ]
most concepts in the Mathematics syllabus. 2. Not sure [ ]
3. No
10. Do pupils at your school face challenges 1. Yes [ ]

when writing the Examinations Council of 2. No [ ]
Zambia (ECZ) final examinations in
mathematics?
a. ………………………………………
………………………………………
11. ……………………………………..
If you answered yes on Question 10, what b. ………………………………………
are the challenges. If you answered no, skip ………………………………………
this question. ………………………………………
c. ………………………………………
………………………………………
………………………………………
12. In your opinion, do you think general schools 1. Yes [ ]

and special schools should continue writing 2. No [ ]
the same final examinations?
a. ………………………………………
………………………………………
13. If you answered No on Question 12, Please
………………………
suggest how final examinations should be
b. ………………………………………
conducted in general and special schools. If
………………………………………
you answered yes, skip this question.
………………………
AVAILABILITY OF TEACHING AND LEARNING RESOURCES
14. Do you think this school has teaching and 1. Yes [ ]

learning materials/resources? 2. Not sure [ ]
3. No [ ]
1. Excellent [ ]
2. Good [ ]
15. How do you consider the teaching standards
3. Not sure [ ]
at this school?
4. Fair [ ]
5. Bad
[ ]
21
AMMENDMENTS/STRATEGIES TO MITIGATE THE DIFFERENCE

a. …………………………………..
16. As a pupil at this school, what topics do you b. …………………………………..

find challenging in mathematics as a subject? c. …………………………………...
d. …………………………………...
a. …………………………………
What strategies do teachers put in place …………………………………
17.
lessen the challenges mentioned above? if …………………………………
you don’t have any challenges in any topics b. …………………………………
skip the question …………………………………
…………………………………
c. …………………………………
…………………………………
…………………………………
a. ………………………………………
………………………………………
18. In your own words, what strategies do you
………………………
think should be done in general schools, if
your school perform better than them? b. …………………………………
…………………………………
…………………………………
c. …………………………………
…………………………………
…………………………………
THE END. Thank you for your participation in this study
22
Appendix 3: Interview Guide for pupils who are visually impaired
1. What is your sex?

2. How long have you been a pupil at this school?
3. Was it your choice to learn at this school?
4. Do you think you will complete secondary school?
5. Do you think you are capable of getting a distinction in Mathematics ECZ examinations?
6. As a pupil, do you have challenges getting most concepts in the Mathematics?
7. In your opinion, do you think there is a difference in pupil performance between special and
general schools? Give reasons for your answer.
8. Do you think this school has the teaching and learning materials/resources?
9. How do you consider the teaching standards at this school?
10. Do Pupils have a lot of challenges when writing the Examinations Council of Zambia (ECZ)
final examinations? What are the challenges?
11. What do you think about general schools and special schools writing the same final
examinations?
12. Apart from the normal lessons in class, how many times do you go through mathematics
questions?
13. As a pupil at this school, what topics do you find challenging in mathematics as a subject?
What Strategies put in place by teachers
14. In your own words, what strategies do you think should be done in general schools, if your
school perform better than them?
23
REFERENCES
Akpan, M., Ojinnaka, N. & Ekanem, E., 2010. Academic performance of school children with
behavioural disorders in Uyo, Nigeria. African Health Sciences, 10(2), pp. 154-158.
CDC, 2013. Curricullum Development Centre, Lusaka, Zambia.: Curricullum Development

Centre (CDC).
Chishiba, G. M. & Mukuka, J., 2012. A Comparative Study of the Academic Performance of
Secondary School Pupils at Grade Twelve Level in English, French and Zambian Languages
(1998-2008). African Higher Education Review, Volume 5, pp. 115-125.
Ekeh, P. U. & Oladayo, O. T., 2013. Academic achievement of regular and special needs
students in inclusive and non-inclusive classroom settings, Rivers State, Nigeria: University Of
Port Harcourt.
Hakalo, C., 2014. Factors contributing to girls’ poor performance in mathematics in light of
correctional measures taken at Sesheke secondary school, Sesheke District, Western Province,
Zambia., Lusaka: University of Zambia.
Josh, P. & Pankaj, P., 2016. A Comparative Study of Emotional Stability of Visually Impaired
Students Studying at Secondary Level in Inclusive Setup and Special Schools. Journal of
Education and Practice, 7(22).
Manchishi, S., 2015. Factors contributing to low achievement levels in mathematics among
hearing impaired learners: a case of selected schools of Lusaka, Zambia., Lusaka.: University of
Zambia.
Monde, I., 2012. A comparative study of performance of grade 9 pupils in the junior secondary
school leaving examinations in selected rural and urban basic schools in Senanga District,
Lusaka: University of Zambia.
Mulambwa, D., 2007. An Investigation into the Factors that Affect the Performance of the
Visually Pupils in the National Examinations at Grade12 Level.”, Lusaka: University of Zambia.
24
Muzata, K. K., 2017. Curriculum implementation for learners with special education needs: the
case of selected inclusive and special schools in Zambia., South Africa: University of South
Africa.
Mwanza, C., 2017. Teacher involvement in curriculum development in Zambia: a role analysis
of selected secondary school teachers in Lusaka District, Lusaka Province, Zambia., Lusaka
District, Lusaka: University Of Zambia.
Ngulube, J. Y., 2016. Challenges and facilitors of inclusive policy implementation for pupils
special educational needs in post-primary regular schools in Zambia., s.l.: Trinity College
Dublin.
Okongo, R. B., Ngao, G., Rop, N. K. & Nyongesa, W. J., 2015. Effect of Availability of
Teaching and Learning Resources on the Implementation of Inclusive Education in Pre-School
Centers in Nyamira North Sub-County Nyamira County, Kenya. Journal of Education and
Practice, 6(35), pp. 132-140.
Okori, O. A. & Jerry, O., 2017. Improvisation and utilization of resources in the teaching and
learning of science and mathematics in secondary schools in Cross River state. Global Journal of
Educational Research, 16(1).
Sakala, E. M., 2011. Challenges faced by visually impaired students in Inlcusive schools: the
case of inclusive schools in Lusaka District Lusaka Province., Lusaka: University Of Zambia.
Van Der Steen, S., Steenbeek, H., Wielinski, J. & Geert, P. V., 2012. A Comparison between
Young Students with and without Special Needs on Their Understanding of Scientific Concepts.
Education Research International, 25 October.
25

EDU Proposal Thomas-2018 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EDU Proposal Thomas-2018 PDF

Uploaded by

Copyright:

Available Formats

THE CONTENT IN THIS DOCUMENT SHOULD NOT BE COPIED, REFERRED TO OR

PRESENTED TO ANY ACADEMIC INSTITUTION.

A COMPARATIVE STUDY OF THE PERFORMANCE OF PUPILS IN

Research proposal submitted to Mulungushi University School of Education (SOE)

1.0. BACKGROUND TO THE STUDY

1.1. STATEMENT OF THE PROBLEM

1.2. PURPOSE OF THE STUDY

1.3.1. General objective

1.3.2. Specific objectives

1.4. RESEARCH QUESTIONS

1.8. DEFINITION OF TERMS

School Certificate Mathematics Examination: It is a formal test of individual’s knowledge or

Final Examination: The act of conducting a detailed investigation or is a formal test of an

CHAPTER 2: LITERATURE REVIEW

2.1. STUDIES ON PERFORMANCE OF PUPILS ON SPECIAL AND REGULAR

2.2. IMPLEMENTATION OF CURRICULUM IN SPECIAL AND REGULAR

2.3. AVAILABILITY OF TEACHING AND LEARNING RESOURCES

2.4. STRATEGIES/MODIFICATIONS TO MITIGATE FACTORS AFFECTING

3.1. RESEARCH DESIGN

3.3. SAMPLE SIZE

3.4. SAMPLING PROCEDURE

3.5. DATA COLLECTION INSTRUMENTS

3.6. DATA COLLECTION PROCEDURE

3.7. DATA ANALYSIS

3.8. ETHICAL CONSIDERATIONS

3.9. RESEARCH SCHEDULE AND TIME LINE.

Table 1: Time line and Research activities

Title & Literature Research ✓

Proposal Presentation and

Entering and analyzing data ✓

Oral Poster Presentation ✓

Table 2: Research Budget

Items Description Number Quantity Unit cost Total in Kwacha

QUESTIONNAIRE FOR TEACHERS

RESEARCH TITLE: A COMPARATIVE STUDY OF THE PERFORMANCE

My name is Thomas Manda, a 4th year student pursuing a Bachelor’s Degree of

1. What is your Sex? 1. Male [ ]

2. What is your highest level of 1. Teaching Certificate [ ]

3. How long have you been a teacher? 1. 0 – 2 years [ ]

4. For how long have you taught at this 1. 0 – 2 years [ ]

5. Was it your choice to teach at this school? 1. Yes [ ]

1. 90% and above [ ]

CURRICULUM, SYLLABUS AND FINAL EXAMINATION

10. Do teachers at this school use the same 1. Yes [ ]

11. Are the Pupils from this school have 1. Yes [ ]

12. Is the Examinations Council of Zambia

13. In your opinion, do you think general schools 1. Yes [ ]

AVAILABILITY OF TEACHING AND LEARNING RESOURCES

AMMENDMENTS/STRATEGIES TO MITIGATE THE DIFFERENCE

THE END. Thank you for your participation in this study

Appendix 2: Questionnaire for Pupils

QUESTIONNAIRE FOR PUPILS

RESEARCH TITLE: A COMPARATIVE STUDY OF THE PERFORMANCE

My name is Thomas Manda, a 4th year student pursuing a Bachelor’s Degree of

1. What is your Sex? 1. Male [ ]

4. Do you think you will complete secondary 1. Yes [ ]

5. Do you think you are capable of getting a 1. Yes [ ]

CURRICULUM, SYLLABUS AND FINAL EXAMINATION

10. Do pupils at your school face challenges 1. Yes [ ]

12. In your opinion, do you think general schools 1. Yes [ ]

AVAILABILITY OF TEACHING AND LEARNING RESOURCES

14. Do you think this school has teaching and 1. Yes [ ]

AMMENDMENTS/STRATEGIES TO MITIGATE THE DIFFERENCE