Unearthing Techniques Teachers Apply to Teach Linear Programming in Western Province of Zambia: Hermeneutics Perspective

Chrispine Mulenga Mwambazi, Simeon Mbewe and Francise Simui
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Chrispine Mulenga Mwambazi: University of Zambia, Lusaka, Zambia
Simeon Mbewe: University of Zambia, Lusaka, Zambia
Francise Simui: University of Zambia, Lusaka, Zambia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 10, 1978-1989

Abstract: This article examines the methods used by teachers in Zambia’s western province as they teach linear programming. It made use of the case study design. Eighteen participants were purposefully chosen for this study, and they participated in focus groups and one-on-one interviews that produced data. A thematic approach was used to analyze the generated data. According to the teachers use peer-reflective teaching, academic assessment of students, interactive methods, gathering student input, and group projects to teach linear programming. but not to the extent that they had developed their reflective practices to the point where they were becoming critical and creative thinkers. The report recommends that education standards officers maintain the regulations in place to control enrollment and classroom congestion, enabling instructors to deliver instruction effectively and efficiently and optimizing student benefits, in light of the findings.

Date: 2024
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