Publication:
AN INVESTIGATION OF THE REDUCTION OF PRIMARY SCHOOL REPETITIONS

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datacite.subject.fosSocial sciences::Educational sciences
dc.contributor.authorDistone, Samson
dc.cosupervisora8ce583f-442a-4bb1-9404-e01e34a10512
dc.date.accessioned2024-11-12T09:21:17Z
dc.date.available2024-11-12T09:21:17Z
dc.date.issued2017-08-01
dc.descriptionSubmitted to the Department of Education Faculty of Education, in partial fulfillment of the requirements for the degree of Master of Education (Policy, Planning and Leadership)
dc.description.abstractThe purpose of this study was to investigate measures which were being pursued to reduce repetitions in selected primary schools in Zomba District using concurrent triangulation design. The methods used to collect both quantitative and qualitative data included administration of questionnaires, interviews, Focus Group Discussions and document analysis. Among other findings, the study revealed that repetition was still a problem of mind-boggling complexity in the primary education system in the schools under study. The study further revealed that effects and impact of policy options employed to address the problem were not far-reaching, as the majority of the teachers indicated that they were not aware of the repetition policy aimed at addressing the problem. The findings also revealed that though some good practices were being done at the school level, such practices translated into little or no effect at all. In addition, the study found that repetition was not perceived as one of the major issues that could be raised by the community for discussion at Parent-Teacher Association meetings despite it being an issue of concern to them. It was also revealed that community members such as parents on their own and through the PTA were actively involved in the education of their children. The actions being undertaken by these community members were significant, but they too, had little effect in addressing the problem of repetition in the schools. The study concluded that the high repetition rates recorded in the schools were largely contributed by unsuccessful implementation of the repetition policy. If successfully implemented, the policy could have a more far-reaching impact in reducing repetitions than do these school-based practices and community actions.
dc.identifier.urihttps://dspace.unima.ac.mw/handle/123456789/178
dc.language.isoen
dc.schoolscentersoptionsb0f5f6f8-db8f-4964-9f11-a4d5b2c6d1d6
dc.subjectParent
dc.subjectTeacher
dc.subjectPrimary School
dc.subjectZomba
dc.subjectParent-Teacher Association
dc.subjectRepetition Policy
dc.subjectPTA
dc.subjectEducation system
dc.subjectCommunity actions
dc.subjectPrimary education system
dc.subjectPrimary school repetitions
dc.subjectReduction of repetitions
dc.subjectAssociation
dc.subjectParent-Teacher Association
dc.subjectSchool-based practices
dc.supervisorfd128ebf-b400-4e3f-851d-d51feeb9fedc
dc.titleAN INVESTIGATION OF THE REDUCTION OF PRIMARY SCHOOL REPETITIONS
dc.title.alternativeA CASE OF SELECTED PRIMARY SCHOOLS IN ZOMBA DISTRICT
dc.typetext::thesis::master thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversity of Malawi

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