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UNESWA Journal of Education, Volume 2, Number 1 2019 UNESWA JOURNAL OF EDUCATION (UJOE) An Online Journal of the Faculty of Education University of Eswatini Kwaluseni Campus ======================= VOLUME 2 NUMBER 1 JULY 2019 ISSN: 2616-3012 UNESWA Journal of Education, Volume 2, Number 1 2019 EDITOR-IN-CHIEF Prof. O. I. Oloyede Dean Education EDITOR Prof. C. I. O. Okeke MANAGING EDITORS Prof. I. Oloyede Prof. C. I. O. Okeke Dr. R. Mafumbate Dr. K. Ntinda Dr. S.S.K. Thwala EDITORIAL BOARD MEMBERS Prof. K.G. Karras (Education Studies), Faculty of Education, University of Crete, Gallos University Campus, Rethymno 74100, Crete, Greece. Prof. I. Oloyede (Science Education), Dept. of Curriculum & Teaching, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. Z. Zhang (Teaching and Learning), College of Education and P-16 Integration, The University of Texas, Rio Grange Valley, Brownsville, United States of America. Prof. C. I. O. Okeke (Sociology of Education), Dept. of Educational Foundations & Management, Faculty of Education, University of Eswatini, Kwaluseni Campus, Eswatini. Prof. J.W. Badenhorst (Educational Psychology), Department of Postgraduate Studies, Central University of Technology, Welkom Campus, South Africa. Dr. T. Moodley (Child psychology), University of the West Cape, South Africa. Prof. B.D. Bantwini (Education Sciences), North-West University, Potchefstroom Campus, South Africa. Prof. M.M. van Wyk (Curriculum and Instructional Studies), School of Teacher Education, College of Education, University of South Africa. Prof. E. O. Adu (Curriculum & Teaching), School of General & Continuing Education, Faculty of Education, University of Fort Hare, East London Campus. Prof. M.T. Gumbo (Technology Education), Department of Science & Technology Education, College of Education, University of South Africa, South Africa. Prof. M.C.C. Musingafi (Zimbabwe Open University), Public Management and Governance, Masvingo Regional Campus, Zimbabwe. Prof. N.P. Mudzielwana (Early Childhood Education), University of Venda, Thohoyandou, South Africa. Prof. T.D. Mushoriwa (Educational Psychology), School of Further and Continuing Education, Faculty of Education, University of Fort Hare, Alice, South Africa. Dr. A.P. Ndofirepi (Philosophy of Education), Education & Curriculum Studies Dept., Faculty of Education, University of Johannesburg, Auckland Park Campus, South Africa. Dr M.J. Sethusha (Early Childhood Education & Teaching Practice), College of Education, Sunnyside, University of South Africa, Pretoria, South Africa. Prof. E. Ganga (Educational Psychology), Robert Mugabe School of Education, Great Zimbabwe University, Masvingo, Zimbabwe. i UNESWA Journal of Education, Volume 2, Number 1 2019 PRODUCTION EDITORS Prof. C. I. O. Okeke Dr. C.B. Silvane Dr. R. Mafumbate LANGUAGE EDITORS Dr. P. Mthethwa (English language Education), Department of Curriculum & Teaching, Faculty of Education, University of Eswatini, Kwaluseni Campus M201, Eswatini Dr. J. Mkhize (English language), Department of English, University of Fort Hare, South Africa, E-mail: [email protected] Copyright © Faculty of Education, University of Eswatini ISSN: 2616-3012 ii UNESWA Journal of Education, Volume 2, Number 1 2019 Articles School leaders’ self-assessment of their dominant leadership styles in Eswatini public high schools – Joel B. Babalola, Njabuliso Nsibande & Oluwatosin Babalola……………………………………………………………………………….246-263 Teacher trainees’ perception of the challenges of teaching practice at an Open and Distance Learning Institution in Nigeria - Fatimayin Foluke……………………………………………..………………………264-272 Teachers’ pedagogical content knowledge, curriculum designing, and Students’ comprehension of secondary school ordinary level physics in Lusaka, Zambia – Jacqueline Zulu & Innocent Mutale Mulenga……………………………………………………………………………………………………………273-288 Deaf education in Zambia: Lessons from the 2013 revised curriculum - Kenneth Kapalu Muzata & Dikeledi Mahlo……………………………………………………………………..……..289-305 Investigating the exclusionary dynamics of girls with disabilities in primary schools in Akwa Ibom State, Nigeria - Louis Okon Akpan……………………………………………………………………..…306-318 An appraisal of the nexus between education and national development strategies in Nigeria - Ihuoma Chinwe Patience…………………………………………………………………………………319-332 Exploiting the dividends of Nigeria’s cultural and ethnic diversities in National Development - Solomon Olanrewaju Makinde & Oluwatobi Pemede……………………………………….…………333-345 Barriers to Implementation of Research Findings in Mathematics Education among Secondary School Mathematics Teachers - Samson Sunday Afolabi..........................................346-355 Enhancing students’ learning experiences and development through facilitation approach in open and distance learning - Maryrose C. Mbanefo……………………………………………356-367 Effect of two cooperative learning strategies on secondary school students’ achievement in and attitude to English grammar - Francis O. Ezeokoli, Kehinde Pedro Amore & L. J. Orisadare…………………..………368-380 Effects of rational emotive behaviour therapy on reducing bullying behaviour among senior secondary school students and the counselling implications - Ezeribe Scholastica Ngozi……………………………………………………………………………………………………………………………………………381-391 The comparative effects of two electronic instructional media on students’ academic achievement in senior secondary economics – Christian A. Nwankwo & Bernedeth N. Ezegbe………………………………………………………………………………………………….……392-402 Child adoption and the reduction of juvenile delinquencies in Lagos State, Nigeria - Oyekunle Oyelami………………………………………………………………………………………………………………………………………………………….403-414 Gender variations in adolescents’ social and moral development via social networking sites: The more I surf, the less moral and social I become - Bibire, Abdulkareem Hussein, Suraju Adewale Ramoni, Oluwafemi, O. Odunayo & Igboanusi-Ossai Onyinye…………………………………………………………………………………………..……415-427 iii UNESWA Journal of Education, Volume 2, Number 1 2019 Assessment of the coping strategies of new economics teachers for instructional effectiveness - Maxwell O. Ede………………………………………………………………………………………………………………428-437 Confluence of Pornography, Peer Pressure and Home Environment on Senior Secondary School Students’ Sexual Behaviour: Counselling Implications - Hammed Adeoye & Kamilu Muraina………………………………………………………………………………………………………………………..…438-446 Impact of training and students industrial work experience scheme on students’ attitude and dressing in colleges in Lagos State - Adekemi Olasumbo Awojobi……………………………………………………………………………………….……447-454 Learning management systems at National Open University of Nigeria: Experience of postgraduate students – Ismail Adesina Raji, John Olayemi Okunlola & Mutahir Oluwafemi Abanikannda…………………………………...…………………..………455-465 Predictors of learning quality in the teaching and learning of fashion and fabrics - Dumisa Celumusa Mabuza………………..…466-478 iv UNESWA Journal of Education, Volume 2, Number 1 2019 Deaf education in Zambia: Lessons from the 2013 revised curriculum Kenneth Kapalu Muzata Educational Psychology, Sociology and Special Education University of Zambia Dikeledi Mahlo Department of Inclusive Education University of South Africa Abstract This paper presents findings of a study of experiences of Education Standards‟ Officers (ESOs) and teachers for learners with deafness based on the 2013 revised curriculum implementation in Zambia. The study adopted a qualitative paradigm to study ESOs and teachers‟ experiences in implementing the 2013 revised curriculum. Twelve (12) ESOs and Twelve (12) teachers for learners with deafness were involved in the study. In depth face to face and telephone interviews were conducted. The findings revealed that ESOs and teachers for learners with deafness had varied experiences. For instance, while the curriculum was appreciated as a conduit for widening employment opportunities for learners with deafness, its implementation was characterised with various challenges such as limited sign language vocabulary and lack of adapted teaching and learning materials. The study concluded that the challenges of lack of adapted materials and limited sign language vocabulary, as well as teacher incompetency in sign language had serious effects on the implementation of the curriculum for learners with deafness in Zambia. The study recommends the development of sign language vocabulary to meet the changing demands of modern education and provide access to quality curriculum implementation for learners with deafness. Keywords: Curriculum. Deafness. Implementation. Sign language. Introduction Among the most contentious issues of debate in contemporary education is curriculum. A sound curriculum is a reflection of the practices, values and beliefs of any nation. It reflects the national goals, aims and objectives of an education system. In 2013, Zambia revised the education curriculum. The introduction of the 2013 curriculum framework provided hope especially for learners with special education needs. The old curriculum was revised mainly because it placed more emphasis on theoretical content than on skills (Ministry of Education, Science, Vocational Training and Early Education-(MESVTEE), 2013; Tuchili & Kalirani, 2014). The 2013 revised curriculum introduced early childhood education, instruction through a familiar local language at Grades 1-4, a two-career pathway system of academic and vocational subjects and an integrated subject arrangement (MESVTEE, 2013; Tuchili & Kalirani, 2014).
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