Evaluation of the Administration and Management of Peer Teaching at the University of Zambia: Lessons from Geography Education Students

Kasonde Mundende, Kaiko Mubita, Kalisto Kalimaposo, Nicholas Haambokoma, Inonge Milupi and Patrick Sikayomya
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Kasonde Mundende: University of Zambia, School of Education, Department of Language and Social Science Education
Kaiko Mubita: University of Zambia, School of Education, Department of Language and Social Science Education
Kalisto Kalimaposo: University of Zambia, School of Education, Department of Educational Psychology, Sociology and Special education
Nicholas Haambokoma: University of Zambia, School of Education, Department of Religious Studies
Inonge Milupi: University of Zambia, School of Education, Department of Language and Social Science Education
Patrick Sikayomya: University of Zambia, School of Education, Department of Language and Social Science Education

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 4, 228-235

Abstract: This study sought to evaluate the administration and management of peer teaching at the University of Zambia (UNZA). The aim of the study was to determine the practical way(s) to enhance the administration and management of peer teaching in geography education at UNZA. The main objectives were to: (i) evaluate the effectiveness of the peer teaching at UNZA; (ii) explore practical ways of administering and managing peer teaching to enhance quality at UNZA. The study used qualitative approach, and the case study design. 47 learners (21 male & 26 female) and one male lecturer participated in the study. The key findings were (i) majority of learners agreed that peer teaching was well organised at UNZA; (ii) majority of learners disagreed that the time allocated to the peer teaching was adequate; (iii) learners faced various challenges which included inadequate time allocated to peer teaching experience, lack of teaching resources, difficulties in lesson management, lecturers’ attitude and their punctuality. Because of these findings the study recommends the following: (i) increase in the time allocation to peer teaching activity, to between 20 and 40 minutes, (ii) beginning peer teaching early in the year, (iii) departmental involvement in providing teaching and learning resources to be used during the peer teaching experience, and that lecturers should be punctual and should give feedback after each learner presenter.

Date: 2022
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