USR PUBLISHER

Teaching and Learning Materials (TLMs) are fundamental to effective classroom instruction because they provide learners with opportunities to interact with knowledge through visual, practical, textual, audio and digital experiences. This study explored the availability, utilization and perceived impact of TLMs on teaching and learning in primary schools in Chongwe District, Lusaka Province, Zambia. The study was informed by constructivist learning theory, particularly cognitive and social constructivist perspectives, which emphasize active participation, interaction and the construction of knowledge through experience. A pragmatic paradigm and mixed-methods convergent-parallel case study design were employed. Quantitative data were collected through structured questionnaires, while qualitative information was obtained through semi-structured interviews, focus group discussions, classroom observations and document review. The study identified substantial shortages of textbooks, teacher resource books, supplementary reading materials, libraries, science equipment, digital resources and other instructional materials. Textbook shortages were particularly pronounced in rural schools and in Zambian language subjects. Although teachers recognized the contribution of TLMs to learner understanding, motivation, participation and academic achievement, classroom observations revealed continued reliance on teacher-centred “chalk-and-talk” approaches. The effective use of available materials was constrained by inadequate teacher training, large class sizes, limited preparation time, inadequate funding, poor distribution systems, weak storage and inventory management, and inadequate infrastructure. Nevertheless, active school leadership, teacher collaboration, practical professional development and community participation were identified as important facilitators. The study concludes that improving learning outcomes requires more than supplying instructional materials; it requires an integrated strategy combining adequate resources with teacher professional development, supportive infrastructure, effective school leadership and community participation.