Strategies for contextual teaching and learning of science in selected primary schools in Mzimba-North

Abstract

Contextual teaching and learning (CTL) is a process that helps students learn and understand concepts within real-life contexts. Despite the implementation of the PCAR curriculum aimed at enhancing the relevance of education in Malawi, significant challenges persist in achieving the desired societal outcomes The effectiveness of science education, particularly in contextualizing teaching methods, is crucial in addressing these issues. This study investigated the strategies that primary school teachers use to teach science contextually. The objectives of the study were to establish science teachers' and learners' knowledge of contextual teaching and learning of science in selected primary schools, to assess strategies used in contextual teaching and learning of science in selected primary schools, and to identify challenges faced by science teachers in contextual teaching and learning of science in the selected primary schools.

The study was conducted in selected primary schools in Mzimba North District. It was underpinned by the constructivist paradigm, and a qualitative approach was used. In this study, the researcher used the situated cognition theory by Jean Lave and Wenger as a framework. Twelve primary school teachers and five primary school pupils from selected schools were chosen to be part of the sample. This sample size was guided by scope of the study, duration, analysis and expected outcomes. Teachers were chosen using purposive sampling and learners were chosen by stratified random sampling. The choice of the schools was done using systematic random sampling. Respondents were selected from six primary schools in the Northern Education Division under the Ministry of Education in Malawi. Data was collected through interviews, focus group discussions (FGD), classroom observation, and document analysis. Thematic data analysis was conducted.

The findings of the study show that primary school science teachers lack adequate knowledge of contextual teaching and learning due to several challenges, such as a lack of teaching and learning resources, time constraints, large class sizes, poor planning, and a lack of training on CTL. However, learners were able to demonstrate knowledge of contextual learning, although their understanding was more focused on the definition of the term itself. The learners were able to explain how they apply the knowledge gained in school to their lives. The only challenge they faced was a lack of supervision and follow-up by their teachers. Despite 50% of the sampled teachers having the knowledge on CTL and the methods involved, there is lack of compatibility regarding the same in the classroom setting due to different challenges however, class observations also revealed that this is due to unwillingness. Most learners are aware and able to apply what they learn in class they only require support and encouragement. Several recommendations were made based on the results of the study. Some of the recommendations include the need for training for primary school teachers on CTL, supervision of the application of knowledge gained from the training by school authorities, intensive training or in-service education programs related to the improvisation of teaching and learning resources.