Exploring the Lived Experience of Pupil’s Success in the Linear Programming with a View to Develop a Framework Dupped HALP
This article explores the lived experience of pupil’s success in the linear programming with a view to develop a framework dupped HALP at Nkeyema Secondary School in Zambia. An inquiry based on interpretive technique was carried out. In total, 15 pupils—eight females and seven males—participated in the study. These were former grade twelve pupils from Nkeyema secondary schools. All the participants were selected using homogenous purposive sampling. The data was generated through semi-structured interviews and group discussion which was thematically analysed. The study revealed that learning linear programming was fraught with difficulties. Some of them were: the distance pupils were covering; lack of appropriate teaching/learning materials such as textbooks and computers; pupils’ poor learning background in linear programming; family support; poor methodology used by some teachers among others. Based on the above highlighted disablers, the study suggests that the Ministry of Education should build schools near to the communities in order to lessen the distance pupils cover and curb absenteeism. It should also allocate adequate funds to schools for the procurement of teaching/learning materials. There should be additional homework assignments for linear programming so that students can do more research. Government should construct more boarding schools, and school administration should create meal arrangements to motivate pupils.
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