Authors : Gilbert Sinkala; Priestly Malambo

Volume/Issue : Volume 10 - 2025, Issue 3 - March

Google Scholar : https://tinyurl.com/mr23zhex

Scribd : https://tinyurl.com/hcfdmn4k

DOI : https://doi.org/10.38124/ijisrt/25mar464

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Abstract : Lesson Study is a repeated over time process based on the feedback from teachers who conduct it although the process can either be successful or unsuccessful due to certain factors that can either support or hinder its effectiveness. The study will explore factors that impact sustainability of lesson study in teaching and learning mathematics. The purpose of the study would be to understand the key elements that either support or hinder the long-term success of the lesson study approach and also to explore ways to overcome potential barriers to its sustainability through offering recommendations for schools on how to effectively sustain lesson study practices in mathematics education. The study utilized a qualitative case study and was based on social constructivism. Six purposively selected teachers of mathematics at two secondary schools were involved in lesson study cycles. Data were collected through questionnaires, semi structured-interviews and lesson observation. Thematic analysis was employed to analyse the data from the three sources. The results revealed that teachers portrayed both positive and negative attitudes towards lesson study in teaching and learning mathematics. On the negative attitudes, it was revealed that lesson study is time-consuming and challenging while on the positive attitudes, it was found that lesson study is a way to improve teaching practices in class. It was discovered that some negative attitudes towards lesson study by some teachers were as a result of some factors that impacted the sustainability of lesson study in teaching and learning Mathematics. For example, lack of resources such as materials used in lesson study activities, perceived benefits of lesson study, appropriate implementation of lesson study activities, time constraints and lack of continuous support from some organizations such as Non-governmental organizations and the government itself. Based on the negative attitudes, it was suggested that headteachers should continuously orient and remind teachers that lesson study is not time-consuming and challenging but beneficial to them and the learners. It was also recommended that the government should continuously provide resources and advise headteachers to ensure that they include lesson study program on the time table for it to be a success. It was also recommended that the government should continuously support teachers through providing incentives such as allowances for their transport and lunch to encourage them to be participating in lesson study activities in order to boost teacher confidence in delivering lessons to the learners. School leaders must also be organizing trainings and workshops to equip teachers with the skills and knowledge needed to sustain lesson study. They must also ensure that adequate teaching materials and resources are provided to enhance the effectiveness of lesson study. There is also need for sufficient time for planning, observation and reflection to avoid compromising the study.

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