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Item type: Item , Investigating the use of audio-visual aids in the teaching and learning of history: a case of selected secondary schools in Karonga(2025-04) Chirombo, JoyceThere is a lot of literature on the use of audio-visual (AV) aids in the teaching and learning of History in many countries. However, there is limited information on how History teachers use AV aids in Malawi. This study investigated the use of AV aids in the teaching and learning of History from selected Secondary Schools in Karonga. It explored the types of AV aids used, how they are being used, effects of AV aids, and the challenges teachers face in the use of AV aids. A total of 30 participants comprising 24 form three History students and 6 form three history teachers were interviewed. In terms of methodology, a qualitative approach, constructivist paradigm, and case study research design were used. Convenience, purposive, and simple random techniques helped in choosing the sample while document analysis, lesson observations, focus group discussions, and interviews were used as data collection methods. Data was analyzed qualitatively where themes were generated based on research objectives. The study found that both AV aids like computers, projectors, TVs, radio and other materials like textbooks, charts are used in History classroom. These aids are used to search for information on the internet, conduct discussions/debates, and acquisition of skills, among others. While AV materials are critical in improving students’ understanding of Historical concepts and lessons, performance, motivation, and most importantly, in preparing them for life after school in the technology age, the inadequate use of these materials in secondary schools since they are costly, and teacher’s lack of expertise deny the students an important skill. The study recommends to government and schools to make AV aids abundantly available in schools, organize in service-trainings for teachers to ably use these materials, integrate digital elements in the Malawi History curriculum, and provide internet connection.Item type: Item , The teaching of music in the integrated expressive arts curriculum in Malawi: a case of selected primary schools in Mzimba district(2025-04) Longwe, Moses MithiThis study aimed at exploring Music teaching in the integrated Expressive Arts curriculum in Malawi primary schools. The study was inspired by the general challenges associated with subject integration such as ineffective teaching and content dilution. The research focused on three objectives: to assess the perceptions of teachers on how they were prepared in their pre-service teacher training to teach Music in the integrated Expressive Arts curriculum; to examine the challenges which teachers face in teaching Music in the integrated Expressive Arts curriculum and to explore how Music can be effectively taught in the integrated Expressive Arts curriculum. Utilizing Stufflebeam's Context Input Process Product (CIPP) model, Lingard et al.'s theory of Productive Pedagogies and Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks, the study employed an interpretivist research paradigm and a case study design. It followed a qualitative approach and data was collected from four primary schools in Euthini Zone of Mzimba North District, where 4 Head teachers, 4 Section heads, 8 teachers and 48 learners were involved in the study. Data was analysed thematically using deductive and inductive approaches. The study’s findings show that teachers were ineffectively prepared in their pre-service training to teach Music in the integrated Expressive Arts curriculum. Consequently, Music in the integrated Expressive Arts curriculum is ineffectively taught due to the challenges which teachers face such as teachers’ inadequate understanding of Musical concepts, resource limitations, teachers' inability to adapt Music lessons to address learner diversity, teachers lack of use of effective methods in assessing learners, ineffective use of Music specific teaching strategies and inadequate official time allocated to the teaching of Music. In order for Music to be effectively taught in the integrated Expressive Arts curriculum, the study has found that there is need to work on a number of areas, for example provision of adequate teaching and learning resource materials for Music. The study recommends that Ministry of Education (MoE) needs to revise the way Music teachers are trained so that Music in pre-service teacher training is handled by competent Music educators in order to improve the training of Music teachers in Malawi.Item type: Item , Parental out-migration to South Africa and its impact on children's education: experiences from selected primary schools in Mzimba South district(2025-04) Ngulube, MartinThe out-migration of parents is believed to be for the advancement of children and families left behind. However, its impact on the education of left-behind children has been disregarded in Mzimba District, Malawi. This study, parental out-migration to South Africa and its impact on the education of left-behind children, examined its effects in the migration-prone areas in Mzimba South Education District. This was prompted by the public outcry over the deteriorating standards of primary education in the district despite government’s efforts to improve performance in schools through initiatives such as Malawi Education Reform Programmes (MAREP). The study adopted Ecological Systems Theory (EST). The theory describes children’s development as occurring within series of linking systems. The child’s relationship with his or her parents or teacher represents the child’s microsystem. The mesosystem illuminates the relationship that exists between teachers in the school and parents in homes. The study further employed constructivist’s paradigm and qualitative research approach. It also employed the phenomenological case study design which sought to understand the phenomenon under study. Data was collected using Focus Group Discussions (FGDs), document analysis and semi-structured interviews methods and participants were selected through purposive and convenient sampling techniques. Responses were voice recorded, transcribed and finally coded. Data was analysed using descriptive statistics and thematic data analysis to ensure thorough description of the study findings. To ensure trustworthiness of study findings, the researcher used piloting, member checking, peer debriefing and methodological triangulation. Ethically, approval was sought from MZUNIREC and consent was obtained from relevant authorities. Participants were informed of the purpose of the research and were assured of confidentiality and anonymity, and that participation was voluntary. Findings of the study suggest that parental absence due to migration is a double-edged sword. On the one hand, remittances help to increase the family’s spending power, which results in increased educational outlay. On the other hand, the negative influences overshadow the positive impacts; cases of absenteeism, indiscipline and dropout were high among left-behind children. Key words: parental out-migration, parental involvement, left- behind children, education.Item type: Item , Investigating the knowledge and use of biotechnology in everyday life among selected secondary school leavers in Mzimba North Education district(2025-04) Nyoka, JacobIncluding biotechnology in secondary school biology aims to equip students with skills and knowledge for daily life. However, there is little evidence of how this learning has improved the lives of secondary school leavers in Malawi. This study looked at their understanding and use of biotechnology, how they apply it in daily life, and factors influencing its use by involving selected secondary school leavers in Mzimba North Education District. Guided by Situated Cognitive Learning theory and the Unified Theory of Acceptance and Use of Technology, the research used a mixed-methods approach with 128 participants from the 2021–2023 academic years. Sampling techniques included purposive, snowball, convenient, and random methods. Data, collected via questionnaires and interviews, was analyzed using SPSS and thematic analysis. Permission was obtained from Mzuzu University and community leaders, and participants provided consent. Findings revealed low understanding but a strong appreciation for biotechnology among school leavers. Factors like gender, knowledge level, and time since graduation had no impact on its use. However, educational background, relevance, practical feasibility, and attitude were key influences. The study recommends addressing these factors to improve science education and promote biotechnology use in everyday life. Keywords/terms: biotechnology, everyday-life, secondary school leavers, application