The Level of Cognitive Dissonance among Learners in the Selected Secondary Schools of Lusaka District, Zambia

MEd Ruth Nakamba, PhD Ecloss Munsaka and PhD Bestern Kaani
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MEd Ruth Nakamba: University of Zambia, Lusaka, Zambia
PhD Ecloss Munsaka: University of Zambia, Lusaka, Zambia
PhD Bestern Kaani: University of Zambia, Lusaka, Zambia

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 10, 373-380

Abstract: This study sought to determine the level of cognitive dissonance among learners in selected secondary schools of Lusaka District. The sample comprised 200 randomly selected pupils from two secondary schools of Lusaka District. This study employed a cross sectional survey research design. Cognitive dissonance scale was employed to determine the level of dissonance among learners. Overall cognitive dissonance results revealed that 50% of learners experienced high level of dissonance. The cognitive dissonance sub scales represented personal domain and external domain. Among the sub scales representing personal domain, family dissonance had the lowest mean score while the subscale with the highest mean was personal adjustment. For the impersonal domain, cognitive dissonance based on school and learning had the lowest mean score while cognitive dissonance based on perpetuance had the highest mean score. Similarly, findings indicated significant difference in the level of cognitive dissonance among learners according to school and gender. In conclusion, the level of cognitive dissonance is high among learners in Zambia.

Date: 2024
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