https://cris.library.msu.ac.zw//handle/11408/249 2026-05-26T23:28:21Z https://cris.library.msu.ac.zw//handle/11408/7054 Title: Teachers' Perception and Practice of Constructivist Teaching Approach in Textile Technology and Design Classrooms: The Case of Secondary Schools in Umzingwane District, Cluster 11 Authors: Chipaumire, Zandile Abstract: The major purpose of this study, therefore, was to investigate teachers' perceptions and current practices of the constructivist teaching approach as well as the major challenges that hinder its implementation in TTD classrooms in secondary schools in Umzingwane district, cluster 11. To attain this purpose, the case study research design was employed. The population of the study consisted of eight TTD teachers from four secondary in Umzingwane district, cluster 11 secondary schools. The sample was made up of four TTD teachers (one from each school) selected using the purposive sampling technique. Data was collected using semi-structured interviews and observations. Descriptive statistics and the thematic approach were used to analyze the collected data. The results of the study revealed that TTD teachers have positive perceptions of the constructivist teaching approach. In spite of their good perceptions, their practices of constructivist teaching approach were low. Among the major factors affecting the effective implementation of constructivist teaching approach were teachers’ lack of knowledge about constructivism, large class sizes, inadequate teaching and learning materials, inadequate infrastructure (TTD laboratory, furniture etc.), inadequate teaching equipment, long syllabus and lack of time. From the findings of this study, it is possible to conclude that teachers were positively perceived the constructivist teaching approach and it was inadequately practiced. The study recommends that TTD teachers should be provided with resources that would enable them teach using constructivist strategies as well as to forestall this, in-service and professional development programmes should continually be organized for teachers to keep them abreast of constructivist strategies 2020-01-01T00:00:00Z Chipaumire, Zandile https://cris.library.msu.ac.zw//handle/11408/3996 Title: Challenges associated with the implementation of fashion and fabrics curriculum in secondary schools in Nkayi District in Matebeleland North Province. Authors: Mambara, Bridget Abstract: The study aimed at assessing and describing the challenges associated with the implementation of Fashion and Fabrics curriculum in secondary schools in Nkayi district in Matabeleland North province in Zimbabwe. A descriptive survey research design was used in the study. The population comprised of twenty fashion and fabrics teachers, ten practical department heads of department and ten secondary school heads. Simple random sampling was used to come up with respondents for the research. The data was collected using questionnaires, interviews and observation. Data was presented by using tables, analysed, and discussed thematically. The findings revealed that there were no specialist rooms, equipment, and resources to effectively implement the vocational subject. It was also established that financing the subject was done late hence procurement of fabrics and equipment was done late. The study found that garment designing skills lacked in teachers since they are used to commercial patterns which are now difficulty to access. Time was also a limiting factor of which it hinders skills display in practical work. Learners, parents and school heads had negative attitudes towards the subject which the thought is very expensive and cannot meet its demands. It is also viewed for less achiever, mainly girls. The study recommended that there is need for the Ministry of Primary and Secondary Education to assist schools by building relevant infrastructure, supply basic and modern equipment to effectively implement the subject. It also need to ensure that Fashion and Fabrics teachers are adequately imparted with garment designing skills. Workshops, seminars, in-service programmes and staff developments should be availed to teachers already in the service to boost their competence in the vocational field. 2017-11-01T00:00:00Z Mambara, Bridget https://cris.library.msu.ac.zw//handle/11408/3592 Title: Perceptions of teachers and learners on the new ordinary level textile technology and design curriculum in the Ntabazinduna cluster in Umguza district in Matabeleland north province, Zimbabwe Authors: Rwadziso, Sithole Abstract: This research set out to identify and understand teachers and learners’ perceptions towards Textile Technology and Design (TTD) in the Ntabazinduna cluster of Matabeleland North province’s Umguza district. The study identified factors which influenced teachers and learners’ attitudes and perceptions. Scholarly viewpoints from African and Zimbabwean perspectives were employed to discuss the issue of TTD curricula under different settings. Scholarly views were given to discuss TTD. The Gestalt and Cognitive approaches were used in understanding the general perceptions about the learning of practical subjects and factors influencing perceptions were discussed. The research used a descriptive survey design and a population of 205 teachers and learners was used. A sample of 30 learners and 5 teachers was used. Purposive sampling was used to select the learners. Questionnaires, Participant Observations and interviews were selected as the data collection instruments. The research findings were presented in tables, pie charts and summative analytic descriptions according to the research questions. The research concluded that the the Textile Technology and Design (TTD) teachers and learners in the Ntabazinduna cluster understood what the subject entailed and that they were aware that the subject was more inclined and suited to address the 21st century educational needs of using ICTs. The research also concluded that the attitudes and perceptions that teachers and learners expressed were mostly negative owing to issues such as poor consultations by the government prior to introduction of the curriculum, techno-phobia by some of the teachers and learners who were not conversant with the tools that were needed to make the curriculum function effectively as well as the inability by the community, peers, teachers and parents to motivate the learners towards a more optimistic outlook. The perceptions of teachers and learners in the Ntabazinduna cluster were an indication of the greater macro-economic environment in which they operate in. The perceptions and attitudes were more related to the socio-economic systems failures of the whole nation than those specific to the subject and its characteristics. Some of the recommendations made were that Textile Technology and Design teachers should be retrained in the use of ICT related to their subjects and that dialogue and consultations between the Ministry of Primary and Secondary Education (MoPSE) , the Curriculum Development Unit (CDU) and teachers’ unions should be more holistic in approach to ensure that every view was heard and every credible point was pursued to come up with a TTD curriculum that addressed most of the stakeholder needs. 2018-01-01T00:00:00Z Rwadziso, Sithole https://cris.library.msu.ac.zw//handle/11408/2822 Title: Analysis of how feminists’ views have affected fashion and dress: a case of female students at a tertiary institution in Gweru Authors: Banda, Shirley Abstract: This research sought to find out how the views of feminist female students at a tertiary institution in Gweru affected their choice of fashion and dress as well as how to minimize friction resulting from female students’ freedom of choice of dress being infringed upon. It aimed to establish the underlying reasons for students’ views that affected their dress, in answer to the main research question which was, “How have feminists’ views affected dress and fashion?” It also meant to come up with strategies for minimizing any friction on views on dress and fashion, in answer to the second research question – “How can freedom of dress and fashion be made more acceptable by female students at a tertiary institution in Gweru?” The study adopted the Interpretivist paradigm and the qualitative approach and employed a case study design. The eclectic theoretical framework encompassing the cognitive, the symbolic interactionist and feminist theories on dress informed the review of literature related to the study. Eight hundred and forty female students at the campus comprised the population (N=540) from which a convenience sample of eighty-two (n=82) participants was drawn. A questionnaire with both open-ended and closed questions was self-administered. The findings were analyzed thematically, without software. The study revealed that feminist female students’ views regarding patriarchy, power, identity, self-expression and freedom of expression affected their choice of dress in varying degrees. It revealed that friction on views on dress and fashion could result from meanings attached to dress, since dress communicates information about the wearer. It also emerged that increasing awareness on human rights, as well as providing androgynous styles could help ease the tension on views on dress and fashion. The research concluded with recommendations to educators to include WHO Life Skills such as communication, self-awareness, self-management and self-esteem, into the syllabus. In addition, Emotional Intelligence modules could also be taught from an early age to instill conflict-management skills into both males and females. Respect for human rights also needs emphasis. Fashion designers need to come up with unisex designs to cater for females who need the power they view is associated with masculine dress. Lastly, the researcher hopes that the study may stimulate interest in other researchers to carry out a comparative study on how male views have affected fashion and dress and if men also feel that their freedom of choice of dress is in anyway infringed upon, and how any such friction may be alleviated. 2016-01-01T00:00:00Z Banda, Shirley