https://cris.library.msu.ac.zw//handle/11408/244 Tue, 07 Apr 2026 20:13:08 GMT 2026-04-07T20:13:08Z https://cris.library.msu.ac.zw//handle/11408/6477 Title: Inclusive education among learners with visual impairments in Masvingo North District, Zimbabwe Authors: Caleb Rangarira Ngwarati; Stella Muchemwa Abstract: Visually impaired (VI) learners face challenges at school especially in the developed world where resources are scarce. Since 1980, Zimbabwe prioritized universal education, aligning with the ‘growth with equity’ principle and ‘nobody left behind’ concept. The 1987 Education Act emphasized inclusivity. This study draws from three models—Social Model, Critical Disability Theory, and Vygotsky's Socio-Cultural Model—all advocating for educational inclusion. The study investigated inclusive education for visually impaired secondary school students in Masvingo North district, Zimbabwe, aiming to identify improved implementation methods for inclusion. Researchers collected data from 4 schools using questionnaires, interviews and observations. A purposive sample (N=67) of 4 school heads, 20 teachers and 43 students comprising 13 VI and 30 non-visual (non-VI) was used. Results revealed that school heads lacked both the knowledge and enthusiasm to implement inclusive education effectively. Additionally, school infrastructure was often unsuitable for visually impaired students, and teaching resources were limited. Most teachers lacked the necessary skills for both face-to-face and online teaching for visually impaired learners. Moreover, there was a lack of awareness and social support for visually impaired students among non-visually impaired peers, schools, and the community. Based on these findings, researchers concluded that inclusive education for visually impaired students requires further development. Teacher educators should train school heads and trainee teachers to address disabilities in schools, while holding related in-service workshops. The responsible ministry and schools should fund for the necessary resources, and the government should ensure policy execution for inclusive education to flourish in Zimbabwe. Thu, 27 Jun 2024 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6477 2024-06-27T00:00:00Z Caleb Rangarira Ngwarati Stella Muchemwa https://cris.library.msu.ac.zw//handle/11408/6431 Title: Reimagining the Teaching of STEM Subjects Through Arts-Based and Participatory Methodologies Authors: Caleb Mandikonza; Eunice Nyamupangedengu; Maria Tsakeni; Million Chauraya Abstract: This special issue of Educational Research for Social Change focuses on rethinking the teaching of science, technology, engineering, arts, and mathematics (STEM) subjects through integrating creative arts-based (thus, STEAM) and participatory methodologies in classrooms. Methods of teaching of STEM subjects, mostly using traditional teaching methods (e.g. lectures, question-and-answer, practical work) have worked to some extent. They have however, been found to present knowledge that students only meet in formal institutions, and through strategies that have little relevance to the students’ lives. These strategies and knowledge ultimately leave some students alienated from the intended learning of STEM subjects. And this, in turn, undermines the purpose of education—to enable each learner to develop their talents to the full and to realise their full creative potential including responsibility for their own lives and achievement of their personal aims, goals, and objectives Mon, 01 Apr 2024 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6431 2024-04-01T00:00:00Z Caleb Mandikonza Eunice Nyamupangedengu Maria Tsakeni Million Chauraya https://cris.library.msu.ac.zw//handle/11408/6396 Title: Safety and hygiene interventions to protect learners in the school environment: PPE considerations for primary school learners in Zimbabwe. Authors: Betty Shoko; Lois Mberengwa Abstract: Many children in developing countries learn in unsanitary conditions, exposing them to diseases that threaten their educational performance and progress. As the world continues to evolve, and new challenges emerge, there is a need to review measures taken to mitigate the spread of disease and injury of learners as they clean the school environment. This study discussed potential hazards learners encounter and measures that are being implemented to safeguard the health and safety of learners during school cleaning activities. It also focused on generating prototype designs for personal protective equipment (PPE) that are appropriately sized, provide enhanced protection for learners, and are better suited for the specific activities involved. The study was underpinned by Bronfenbrenner’s bio-ecological model as well as Dunlap’s Protection Theory. A multiple-site case study, mixed methods approach was used to study four rural and four urban primary schools in two districts in the Midlands Province of Zimbabwe. Purposive sampling was employed to select a sample of eight schools based on the extent to which learners are involved in cleaning activities as well as 16 teachers and 96 learners. Potential hazards identified during the study include respiratory infections, dysentery, cholera, diarrhea, bilharzia, soil-transmitted worms, and injuries as potential hazards in primary schools. The results indicated a lack of PPE usage in most schools. Observations showed that during cleaning the majority of learners either wore school uniforms or substituted them with old clothes. For the schools that had any, the PPE was adult-sized and not suitable for primary school learners. The study recommends that the government puts in place legislation that would guide schools in safeguarding the health and safety of learners in schools. Wed, 10 Jul 2024 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6396 2024-07-10T00:00:00Z Betty Shoko Lois Mberengwa https://cris.library.msu.ac.zw//handle/11408/6314 Title: Impact of integrating smartphones in the teaching and learning of Mathematics in Chegato Cluster, Mberengwa district, Zimbabwe Authors: Kudzaishe Ganyani; Stella Muchemwa Abstract: Worldwide, the utility of smartphones in the teaching and learning of Mathematics has been greatly recognized and taken advantage of. This is mainly because of the precisions this technology can bring in the classroom. This study investigated the impact of integrating smart phones in the teaching and learning of Mathematics at secondary schools in Chegato Cluster in Mberengwa district, Zimbabwe. It also examined strategies that can be used to enhance the use of smartphones in these schools. The study used a mixed method approach where both qualitative and quantitative data was gathered and was used to answer the formulated research questions. Ten parents, 10 Mathematics teachers, 4 school heads and 40 learners participated in the study. The study found that the introduction of the competence-based curriculum by the ministry of Education in Zimbabwe, which is in solidarity with Education 5.0 calls for the use of smart phones in the teaching and learning of Mathematics which ensures that several modern skills are being acquired by learners in Chegato secondary schools. Learners in Chegato Cluster benefit by using smartphones to store soft copies of various Mathematics textbooks which are often scarce in hard-copy form. Learners also benefit from Mathematical applications that are installed in their smartphones. Teachers use smartphones as media in the classroom to enhance learner-understanding of the concepts. Again, in Chegato, the use of smartphones has exposed learners to various Mathematical technological skills that help in the learning of Mathematics and has the potential of improving the pass rate. School heads and teachers acknowledged that the availability of smartphones in the schools has greatly assisted “O” level Mathematics learners to accomplish their tasks.Strategies that can be used to enhance the use of smartphones in secondary schools include the use of individualised student passwords which are controlled and monitored by the school administrators to ensure that the activities of each learner on the Internet can be tracked and any attempts by learners to visit undesirable sites are detected. Also, the use of software applications, such as Mikrotik Hotspot Blocker, can be used to block learners from accessing unsavoury Internet sites. The study concluded that though challenges such as lack of technological resources and some teachers’ negative attitudes towards the use of smart phones affect Chegato Cluster, most participants found it helpful to use smartphones in the classroom because the gadget expose learners to new and better ways of dealing with Mathematical concepts. The study finally calls for all the involved parties in the cluster and beyond to actively take up their responsibilities facilitating the use of smartphones for the benefits of the learners. Mon, 03 Jun 2024 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6314 2024-06-03T00:00:00Z Kudzaishe Ganyani Stella Muchemwa