MSUIR Collection:
https://cris.library.msu.ac.zw//handle/11408/248
2024-03-29T13:49:36ZProblems associated with the use of ICT as media in teaching of principles of accounts at ordinary level in Buhera central in Mudanda cluster
https://cris.library.msu.ac.zw//handle/11408/3036
Title: Problems associated with the use of ICT as media in teaching of principles of accounts at ordinary level in Buhera central in Mudanda cluster
Authors: Katanganda, Betina
Abstract: This study focused on the problems associated with the use of ICT as teaching media in Principles of Accounts at Ordinary Level in Buhera Central Mudanda Cluster. The study was motivated by the need to improve the need to improve use of ICT as media. The problem was that Principles of Accounts teachers’ were not fully integrating technology as media in teaching at Ordinary Level. The study therefore looked at the uses of technology and challenges faced by teachers in using technology as media. There is a great need for using ICTs as media such as computers, internet and overhead projector in teaching of Principles of Accounts. Despite the importance of computers, few teachers’ are using as ICT media. A critical literature review was done which revealed that Principles of Accounts teachers’ are facing challenges such as lack of training shortage of time, lack of school support and lack of equipment. The accessible population comprises of ten schools and a sample of three schools was chosen purposively. Respondents’ names were chosen by random sampling technique which gave each teacher an equal chance of being chosen. Six Principles of Accounts teachers responded to questionnaires while 3 heads of schools were interviewed. The research study employed descriptive research design because it enabled the researcher to go into the field and collect data using questionnaires and school heads interviews. The research findings revealed that Principles of Accounts teachers are faced with various challenges such as lack of ICT training, insufficient computer equipment, insufficient time, lack of support from the administration and lack of confidence. The Principles of Accounts teachers are expected to benefit from this research through realization of their need for staff training and development. To collect data questionnaires and interviews were used. The study concluded that with adequate training, technologies and time, there is a greater probability that more teachers will use ICTs as media for teaching Principles of Accounts. It is also recommended that the Ministry of Education should make ICT compulsory and reduce the number of loads for Principles of Accounts to increase planning time. Additionally there is also need to give support such as staff development training as a way to increase the use of ICT in teaching Principles of Accounts.2017-01-01T00:00:00ZKatanganda, BetinaPerceptions of ordinary level learners who do not register for examinations in principles of accounts: a case of Watershed cluster in Marondera district
https://cris.library.msu.ac.zw//handle/11408/2958
Title: Perceptions of ordinary level learners who do not register for examinations in principles of accounts: a case of Watershed cluster in Marondera district
Authors: Tsvande, Monica
Abstract: The researcher investigated on why learners do not register for examinations in Principles of Accounts at Ordinary Level in Watershed Cluster in Marondera District. The background of the study highlighted a decline in the enrolment figures in Principles of Accounts and this prompted the researcher to investigate on the factors that influence learners not to register for examinations in Principles of Accounts. The researchers‟ hope is that the study will be of significance to various stakeholders. Scholarly possible strategies that can be instituted to persuade learners to register for examinations in Principles of Accounts were reviewed in existing literature. The researcher employed the descriptive survey research design and the population comprised of eight schools which were offering Principles of Accounts at Ordinary level where only four schools were used as a sample. The researcher used the simple random sampling procedure to select the Ordinary Level learners who did not register for examinations in the subject. Purposive sampling procedure was used to select the four heads of commercial subjects departments and teachers of Principles of Accounts teachers at Ordinary Level. The instruments used to collect data were an interview guide and a questionnaire. The collected data was presented using tables and graphs. The researcher found out that lack of enough textbooks in the schools in Principles of Accounts, lack of Accounting background of most students and also low pass rates in the subject were the major factors that contributed to low registration numbers in the subject for examinations at Ordinary Level. The researcher recommends that schools should provide the commercial subjects departments with adequate teaching and learning materials in order to improve enrolment figures in the subject. Accounting teachers were encouraged to expose their learners to the actual practical accounting activities and other resources at their disposal for them to study on their own. Teachers, administrators and qualified professionals in Accounting are encouraged to write Accounting textbooks which will be sold to schools at reasonably lower prices that are affordable by schools. Accounting should also have legislation backing which will make the subject one of the compulsory core subjects.2017-01-01T00:00:00ZTsvande, MonicaImpact of the director`s circular no 36 of 2006 on the assessment and evaluation of teaching and learning in accounts at Ordinary Level in Mbare Secondary Schools
https://cris.library.msu.ac.zw//handle/11408/2307
Title: Impact of the director`s circular no 36 of 2006 on the assessment and evaluation of teaching and learning in accounts at Ordinary Level in Mbare Secondary Schools
Authors: Manenji, Barbra
Abstract: The study focused on assessing the effectiveness of the Director’s Circular No P36 of 2006 in the teaching and learning of Accounting at Ordinary level in Harare Province of Zimbabwe. The study came about after realising the Circular P36 of 2006 which was adopted as the lone evaluation and assessment tool for teachers. The study, therefore, aimed at assessing teachers’ perceptions on the use of Circular P36 of 2006 in the assessment and evaluation as well as to evaluate the challenges faced by teachers in implementing the policy, assess its impact and lastly, find out strategies to mitigate challenges faced by teachers in implementing the Circular P36 of 2006. The study was conducted in a qualitative approach using a case study design in which four secondary schools were randomly selected in cluster 14 Mbare/Hatifield District in Harare Province. The study targeted all the Accounts Ordinary level classes but since the study was more concerned with the assessment and evaluation of teachers in the teaching and learning the study sample comprised of the eight (8) Accounts teachers and four (4) Heads of Departments purposively selected from the four schools respectively. Data was generated mainly through questionnaires self-administered to the eight Accounts teachers and face to face interviews with four Heads of the Accounts Departments in the study. The study found out that teachers were not confident in the education policy P36 of 2006 and perceived the policy as inadequate as a standalone assessment and evaluation tool although the policy has a fairly equal opportunity to enhance teachers’ performance in the teaching and learning of Accounting. Major challenges noted in implementing the policy were overloads; compromised on teacher-pupil individual attention; the nature of the Accounting topics learnt at O’ level; nature of the Accounting exercises; inadequate time allocation and shortages of Accounting learning support materials. Lastly, the educational policy was noted as being incompatible with other teaching approaches such as collaborative/pupil-centered, hence, the study recommends that there is a need to revisit the educational policy in line with current teacher-pupil ratios and the textbooks being used in schools. There is also need to reconsider time allocation for the lesson or periods per week, make the policy explicit on expectations, time allocations per lesson and periods per work.2016-10-01T00:00:00ZManenji, BarbraA study of ways the Ministry of Primary and Secondary Education is mainstreaming ZIMASSET in Secondary Schools
https://cris.library.msu.ac.zw//handle/11408/2260
Title: A study of ways the Ministry of Primary and Secondary Education is mainstreaming ZIMASSET in Secondary Schools
Authors: Gadaga, Martha
Abstract: The Government of Zimbabwe launched the Zimbabwe Agenda for Sustainable Socio Economic Transformation in 2013.The government called upon all Ministries to mainstream Zim Asset into their sectors. The economic changes catch up with international and regional efforts to improve the education systems in ways that are relevant to pupils who in turn would drive economies. The improvements challenge the negative consequences of colonial education in Africa and Zimbabwe in particular. This researcher was curious and wondered about the ways the Ministry of Primary and Secondary Education was mainstreaming Zim Asset in the teaching of practical subjects. At the same time, the researcher wondered on how the Ministry linked the new curriculum and Zim Asset, especially practical subjects. These curiosities informed the researcher to conduct a study to assess the ways the Ministry was mainstreaming Zim Asset in the teaching of practical subjects at Lord Malvern High School. The study was based on the objectives, questions and interview guide questions. The researcher was informed by Julius Nyerere‘s (1922-1999) philosophy on self reliance. The philosophy helped the researcher to locate the study as she inquired from the school administration and pupils on ways the school mainstreamed Zim Asset. The researcher was also informed by various theoretical frame works (see chapter 3).The study presented data, analysed data and discussed it in view of related authorities. The discussions helped the researcher to see the ways the Ministry, through the head, teachers, pupils and the researcher was mainstreaming Zim Asset at the school. Mainstreaming is not an event but rather a process. The researcher learnt that the Ministry has trained the District school heads; distributed relevant literature; school and class activities talking about Zim Asset; pupils beginning to make sense of Zim Asset and the researcher caused the school Administration to increase its awareness and understanding about Zim Asset. These ways and recommendations are spelt out in chapter 5. The latter are opportunities for the Ministry, school administration, pupils and other researchers to scale up mainstreaming and research on significance of Zim Asset in teaching of practical subjects in schools.2016-05-01T00:00:00ZGadaga, Martha