https://cris.library.msu.ac.zw//handle/11408/3259 Sun, 24 May 2026 23:46:39 GMT 2026-05-24T23:46:39Z https://cris.library.msu.ac.zw//handle/11408/7051 Title: Challenges Faced by Long-Serving Teachers in Integrating ICT in the Teaching of Mathematics in Gwanda Urban Primary Schools Authors: Nyoni, Brenda-Lee Abstract: The study sort to identify the main challenges faced by long-serving teachers in integrating ICT in the teaching of Mathematics in Gwanda Urban primary schools in Matabeleland South Province. The research tried to offer options that will assist primary school teachers on how one can integrate ICT in the teaching of Mathematics and further highlighted some possible solutions to the challenges commonly faced by the majority of long-serving teachers when teaching Mathematics integrating with ICT. The study adopted a descriptive survey research design which enabled the researcher to use questionnaires and interviews to collect data from the respondents who were mainly teachers and the school heads under study. The questionnaires were administered to seventeen teachers of which eight are long-serving teachers which comprise of three males and five females and nine newly graduated teachers made up of four males and five females. The interviews were conducted with the three school heads under study comprising of one male and two females. Random sampling technique was used to select the sample. The review of literature revealed that there are a lot of factors that hinder most teachers from being able to integrate ICT in the teaching of Mathematics among which are lack of competency skills, fear to use technology tools and shortage of ICT resources. The research recommends that practicing teachers be capacitated, counselled and encouraged to change their attitudes towards the usage of ICT tools in the teaching and learning processes. The study further recommends that the school management teams with the assistance of School Development Committees (SDCs) should provide in-service training and Staff Development Programmes (SDPs) to empower and equip the practicing long-serving teachers with basic skills and knowledge on ICT tools and their usage in the teaching of Mathematics. Finally, the research recommends that the school management teams working together with the SDCs encourage parents and guardians of the learners to provide their children with data bundles and appropriate ICT devices to use during the Mathematics lessons both in class and at home. Fri, 01 Jan 2021 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/7051 2021-01-01T00:00:00Z Nyoni, Brenda-Lee https://cris.library.msu.ac.zw//handle/11408/7050 Title: The teachers' perceptions on the use of Indigenous languages as medium of instruction for Early Childhood Education learners: Case Study of Ardbennie Primary School in Harare Authors: Bvunzawabaya, Esinati Abstract: The aim of this research was to explore the perception of facilitators in using Indigenous Language as a medium of instruction to ECE learners at Ardbennie Primary School in Mbare / Hatfield District in Harare Metropolitan Province. A qualitative research approach was used to gather data using focus group interviews and observations. Eight ECD facilitators were the participants. It was found that at the particular school facilitators were indeed using Indigenous Languages as a medium of instruction. However there were some noted arguments from the facilitators as most of them were following the Zimbabwean Language Policy on use of Indigenous Language. Some were following the preference of parents and the Head of the school who emphasized the use of English. Most facilitators were of the opinion that IL was best as it offered flexibility among learners who in this case are mostly Shona speaking. Since most of the learners were socialized in IL at home it made it easier for the facilitators to interact with the learners. The facilitators also argued that during their professional training it is emphasized that IL is the best language for an ECE learner that is why they were using IL. Some learners who first attended ECE centres before formal environment at the school were facing challenges in communicating as they were taught English. Their language acquisition was poor as they ended up not being proficient in any of the two languages. Based on the findings the infant department should hold staff development meetings with other staff members so that the positive attitudes of ECE facilitators on Language Policy should be put into practice. Wed, 01 Jan 2020 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/7050 2020-01-01T00:00:00Z Bvunzawabaya, Esinati https://cris.library.msu.ac.zw//handle/11408/7046 Title: Challenges Faced by Grade 6 Teachers in Teaching Competence Based Science and Technology in the Face of The Covid-19 Pandemic in Cowdray Park Cluster, Reigate District in Bulawayo Metropolitan Province Authors: Nyoni, Lilian Abstract: This study was triggered by the challenges faced by upper primary school classes, particularly Grade 6, in teaching Science and Technology using the recently introduced Competence-Based Curriculum. The challenges were exacerbated by the Covid-19 pandemic. The study used a case study design. Purposive and cluster sampling were used for the school heads and Grade 6 teachers respectively. The sample was comprised of four heads of schools and twelve Grade 6 teachers. Data was collected by means of questionnaires and interview guides. Findings of the study revealed marked shortages of resources in the teaching of Science and Technology at Grade 6 level. The teachers were also found to lack computer skills. Another finding was that support was not forthcoming for the teachers. The research then recommended that there should be provision of adequate resources, skills training for teachers as well as the strengthening of support systems to facilitate the effective teaching of Science and Technology using the Competence-Based Curriculum at Grade 6 level Fri, 01 Jan 2021 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/7046 2021-01-01T00:00:00Z Nyoni, Lilian https://cris.library.msu.ac.zw//handle/11408/3600 Title: A baseline study of issues and challenges playing out on teachers in the implementation of the new grade 3 science and technology curriculum at four primary schools in Chitungwiza district Authors: Tsveture, Caroline Abstract: This study sought to investigate the issues and challenges playing out on teachers in the implementation of the new grade 3 science and technology curriculum. Further, the study sought to establish the nature of the challenges and how they can be overcome. In order to better illustrate a more detailed picture of the challenges playing out on teachers in implementing the new curriculum, a mixed method research design was implemented where data was collected using both qualitative and quantitative design. A survey was conducted, where twenty teachers from four schools purposefully selected were asked to fill in a questionnaire whilst interviews were conducted with six teachers. From this study, it was found that grade three teachers are facing challenges in the implementation of the new curriculum. These challenges include insufficient learning resources, absence of science laboratories, lack of ICT gadgets, overcrowded classrooms and lack of in service training. Lack of enough funding by the government was one major contributing factor. The teachers indicated that they were failing to cope with the demands of implementing the new curriculum due to these challenges. There was a resolution that Government should ensure that there is adequate funding for the implementation of the new curriculum to achieve the desired goals. Furthermore, there is need for training of teachers to support curriculum implementation. Mon, 01 Jan 2018 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/3600 2018-01-01T00:00:00Z Tsveture, Caroline