An investigation into the impact of teaching methodologies on civic education learning outcomes: a case of selected secondary schools in mansa district, zambia.

Kasaila Mukamba; Dr. Adam Banda

doi:10.36948/ijfmr.2026.v08i03.79884

An investigation into the impact of teaching methodologies on civic education learning outcomes: a case of selected secondary schools in mansa district, zambia.

Author(s)	Mr. Kasaila Mukamba, Dr. Adam Banda
Country	Zambia
Abstract	This study examined the impact of teaching methodologies on Civic Education learning outcomes in selected secondary schools in Mansa District, Zambia. It was motivated by the persistent mismatch between the learner-centered Civic Education curriculum and the predominantly teacher-centered instructional practices observed in classrooms. Despite curriculum reforms emphasizing participatory and reflective pedagogies, many teachers continued to rely on traditional lecture-based methods, raising concerns about learner engagement and academic achievement. The study was guided by three objectives: to identify teaching strategies used in Civic Education, to assess the impact of teaching methodologies on learning outcomes, and to analyze the influence of pupil demographics and school context on teaching effectiveness. The study adopted a descriptive survey research design to examine teaching strategies used in Civic Education and their impact on learning outcomes in selected secondary schools in Mansa District, Zambia. Data were collected from 100 respondents using questionnaires, with additional information obtained from secondary sources. Quantitative data were analyzed using multiple linear regression analysis and descriptive statistics (frequencies and percentages) to examine relationships between teaching methodologies and learning outcomes. The study found that 57% of respondents were female and most were aged 14–20 years, with Civic Education mainly taught through teacher-centered methods such as lectures (30%). Regression results showed that teaching methodologies, classroom interaction, and teacher qualifications significantly influence learning outcomes (R2=0.79, while school context and pupil demographics also had a strong effect (R2=0.71. The study concludes that teaching is still largely traditional, but interactive methods and classroom engagement are the strongest determinants of performance. It recommends increased use of learner-centered strategies, regular teacher training, improved school resources, and reduced class sizes. Overall, enhancing instructional practices and learning environments would significantly improve Civic Education outcomes in Mansa District.
Keywords	Civic Education, Teaching Methodologies, Learning Outcomes, Secondary Schools, Mansa District
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-29
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79884

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An investigation into the impact of teaching methodologies on civic education learning outcomes: a case of selected secondary schools in mansa district, zambia.

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