https://cris.library.msu.ac.zw//handle/11408/2474 2026-04-08T05:14:29Z 2026-04-08T05:14:29Z Butai, Michael Kokera https://cris.library.msu.ac.zw//handle/11408/3967 2022-06-27T13:49:06Z 2018-06-01T00:00:00Z

Title: An exploration of teacher and school capacity to deliver practicals at O level under the new curriculum for science subjects Authors: Butai, Michael Kokera Abstract: The purpose of this study was to explore teacher and school capacity to deliver practicals under the new curriculum for science subjects in Zimbabwe. The study was carried out on a single school in the Midlands Province capital of Gweru in the Lower Gweru area. The main areas under study where teacher and school ability to effectively deliver practical lessons in O-level science under the new curriculum. The other area of study was on the challenges being faced by teachers to effectively incorporate O-level science practicals into the time table in harmony with other subjects. Results were obtained through the use of the questionnaire, interview and observation check list. The principal findings of the research showed that teacher qualification and the type of institute that trained the teacher had a significant impact on teacher ability to deliver practicals. Further findings also revealed that the type of subjects a teacher sat for at O-level had a significant impact on the subjects they would be willing to teach comfortably under the new science curriculum. From the study it was found that though some teachers were doing practicals, this practical work was only done by way of teacher demonstrations with reasons being lack of adequate time on the timetable as well as lack of lab apparatus for the large O-level classes averaging fifty five pupils to use. Looking at the status of the school it was seen that lack of lab apparatus, water sources and stools in relation to class size would significantly affect practical lessons with increased risks of accidents and poor completion rates if learners were grouped. From the findings above it was concluded that the school should have adequately trained teachers for each level, lab apparatus should be sourced while new labs are built, repaired or upgraded where necessary. Failure to do so would see the average public examination science pass rates of the school likely to fall.

2018-06-01T00:00:00Z Butai, Michael Kokera Mucheke, Noreen https://cris.library.msu.ac.zw//handle/11408/3961 2022-06-27T13:49:06Z 2015-10-01T00:00:00Z

Title: An investigation into students‟ low performance in English language at „O‟ level in Gweru Urban High Schools. Authors: Mucheke, Noreen Abstract: This study is an investigation into the causes of the low performance in the English Language at „O‟ Level in high schools in Gweru Urban. It is guided by the following objectives, to find out factors that contribute to the low pass rate in the English Language at Ordinary level in Gweru Urban Schools. The study seeks to also interrogate the possible remedies that schools could harness to arrest the low performance. To carry out the research, the survey method was used in the selected schools in Gweru Urban and the respondents included headmasters, selected teachers and students in the target population. To make use the research instruments would work, the researcher used them in a pilot project that enabled her to fine tune her instruments before implementing them on the selected case study. The study found out that the major causes for the low performance in the English Language include but are not limited to the following: lack of teaching and learning materials in schools, little exposure to the English Language in the home, teachers giving discouraging comments in their marking of students‟ work, poverty among students, the teachers‟ limited teaching strategies and the poor working conditions that characterise Zimbabwean teachers since the crisis decade, (1998- 2008). The study also highlighted the possible measures that could help in uplifting the low performance in the English Language. These included the provision of better learning and teaching materials in schools, greater parents‟ involvement in the education of their children, varied teaching strategies and improving the working conditions of teachers. From the findings, the study made a number of recommendations to parents, schools and the Ministry of Primary and Secondary Education among them being that the Government should continue to fund the education sector so that poor children are not disadvantaged.

2015-10-01T00:00:00Z Mucheke, Noreen Maposa, Obert https://cris.library.msu.ac.zw//handle/11408/3099 2022-06-27T13:49:06Z 2016-01-01T00:00:00Z

Title: Factors causing fewer female students in Binga district to proceed from grade seven to advanced level Authors: Maposa, Obert Abstract: The research study sort to find out the factors affecting girls from proceeding in their large numbers to advanced levels of secondary education. The qualitative research design grounded in the interpretivist paradigm was used in this study. Data generating instruments were semi-structured interviews and document analysis guides. The sample of two school heads, six teachers, eight pupils, four parents and four young ladies were selected as respondents. The generated data was analysed using thematic approach. The factors that cause fewer female students in advanced levels were the early marriages and unplanned pregnancies, poverty, lack of parental financial support, religious teachings and gathering that disturb girls’ education. It is recommended that parents should fully support the education of girls as they do to their sons, teachers should intensify counselling and career guidance sessions in schools to equip girls and finally both parents and school authorities must report cases of child abuse to reduce school drop outs.

2016-01-01T00:00:00Z Maposa, Obert Tshuma, Future https://cris.library.msu.ac.zw//handle/11408/2646 2022-06-27T13:49:06Z 2015-01-01T00:00:00Z

Title: Rural secondary school children’s positioning on children’s human rights: a case study of Gonawapotera Secondary School. Authors: Tshuma, Future Abstract: This study sought to investigate rural secondary school children’s positioning on children’s human rights: a case study of Gonawapotera Secondary School. Questionnaires and interviews were used as data collecting instruments in the process of gathering data. Eight teachers at Gonawapotera Secondary School, thirty pupils and twenty parents were randomly selected as participants for the study. Data was then presented and analysed thematically. The major findings showed that children’s rights are causing more problems than benefits in rural secondary schools as evidenced by lack of discipline and poor pass rate. The researcher however found out that the major problem is on lack of knowledge on children’s rights as witnessed by pupils, parents and teachers themselves. The researcher therefore recommends that in-service training should be done to educate teachers. Workshops should be carried out for parents to be aware of children’s rights and human rights education should be included in the curriculum to address the problems at hand.

2015-01-01T00:00:00Z Tshuma, Future