Affordances of lesson observation in a lesson study cycle: A case of mathematics teachers in Chingola District, Zambia

Oliver Fredson Tembo; B. Zanzini Ndhlovu; Kabunga Nachiyunde

doi:10.51867/ajernet.6.2.69

Authors

Oliver Fredson Tembo University of Zambia
Ndhlovu B. Zanzini The University of Zambia https://orcid.org/0000-0002-5180-0134
Nachiyunde Kabunga The University of Zambia https://orcid.org/0000-0002-5488-8629

DOI:

https://doi.org/10.51867/ajernet.6.2.69

Keywords:

Lesson Observation, Implementation, Learning, Mathematics, Teaching

Abstract

Lesson Study approach has been adopted as the learning module in Zambia, however, not all teachers have implemented stable and effective School Based Continuous Professional Development in a Lesson Study. This study investigated the component of lesson observation in a Lesson Study Cycle and its role in enhancing the quality of teaching and learning among teachers of mathematics in Chingola District, Zambia. Two research question guided the study as; how do teachers of mathematics conduct lesson observations in a lesson study cycle? How does lesson observation enhance the quality of teaching and learning? Concurrent triangulation mixed method design was employed throughout the study. The target population was the teachers of Mathematics teaching senior classes and the senior secondary grade learners. The six Government schools in the study were selected using purposive sampling on the basis of the implementation of the lesson study cycle. While the teachers were selected using total population sampling in order to capture each member of the department. On the other hand, the learners selected was based on performance and fluency in English using purposive sampling. A sample of thirty (30) teachers and 12 learners were used for the study. Data were collected via a questionnaire, focus group discussions and interviews. Nvivo and Descriptive statistics were the statistical tools used for data analysis. The findings from the study revealed that lesson observation in the lesson study cycle had significant potential to enhance teaching and learning in mathematics. However, inconsistent implementation, inadequate adherence to guidelines, and limited teacher collaboration undermined its overall effectiveness. Based on this, it was recommended that, Heads of Department (HoDs), teachers and its stake holders should strengthen adherence to lesson study guidelines at all stages of implementation. Besides, Headteachers and Heads of Department should enhance teacher collaboration through regular, structured professional development sessions.

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