https://cris.library.msu.ac.zw//handle/11408/233 2026-06-29T05:37:12Z 2026-06-29T05:37:12Z Mhungu, Precious https://cris.library.msu.ac.zw//handle/11408/7124 2026-06-17T14:17:25Z 2020-01-01T00:00:00Z

Title: Challenges Faced by High Schools in Offering Accounting at Advanced Level in Lusulu Cluster in Binga. Authors: Mhungu, Precious Abstract: The main thrust of this study was to investigate the challenges encountered by high schools in offering accounting at advanced level in Lusulu Cluster of Binga District. The researcher used both quantitative and qualitative research approach in collecting and analysing data to achieve the objectives of the research study. The descriptive research design was used to describe and access the phenomenon of challenges in the teaching and learning of accounting in Lusulu cluster of Binga district. Purposive sampling method was used to select participants from three different high schools in Lusulu Cluster. Face-to-face in-depth interviews, questionnaires and document analysis were used to collect the data. Themes were drawn from the responses of the participants and these were analysed. The study revealed many challenges encountered by schools in offering accounting at advanced level. Some of the challenges revealed were lack of supportive teaching and learning material, shortage of trained accounting teachers, lack of experience among accounting teachers, teachers not trained in accounting, insufficient content among untrained teachers and poor teaching strategies used by teachers. The study also revealed lack of accounting background among some learners as a factor militating against the effective teaching and learning of accounting. The study revealed that there is a lack of parental involvement and support in the education of their children, which negatively affects the teaching and learning of accounting. Limited commitment from teachers and learners was also revealed as one of the challenges in teaching and learning accounting. The researcher made recommendations towards mitigating the effects of the challenges in teaching and learning of accounting. The provision of sufficient supportive teaching and learning materials by schools was one of the measures suggested by the research study to reduce the challenges encountered by schools in offering accounting.

2020-01-01T00:00:00Z Mhungu, Precious Bodzo, Thenjiwe https://cris.library.msu.ac.zw//handle/11408/7123 2026-06-17T13:45:59Z 2021-01-01T00:00:00Z

Title: Teacher Competences in Applying Constructivist Principles in the Teaching of Textiles Technology and Design in Mberengwa Secondary Schools Authors: Bodzo, Thenjiwe Abstract: The study was carried out to investigate the competencies of TTD teachers in Mberengwa peri urban cluster in implementing constructivist principles in their classrooms. The intention was to find out if teachers were implementing these principles in the teaching of TTD and the challenges that hinder them from implementing constructivist principles in teaching and learning. The research adopted the case study design to provide an in-depth analysis of teacher competences in applying constructivist principles in the teaching of textiles technology and design in Mberengwa peri-urban cluster secondary schools. The population comprised of five secondary in, Mberengwa peri- urban cluster and 4 TTD teachers. The sample was made up of three TTD teachers. The purposive sampling technique was used to select 3 TTD teachers (one from each school offering TTD) whose teaching experience was more than 10 years. Data was collected using semi-structured interviews and observations. The thematic approach was used to analyse the collected data. The findings of the study revealed that TTD teachers have positive perceptions towards the use of constructivist principles in teaching. However, the positive perceptions did not translate into the actual implementation of these principles in classroom teaching. Furthermore, TTD teachers were not competent enough to implement constructivist principles in teaching as a result resort to use the traditional teacher centred methodologies. The challenges that hindering the effective implementation of constructivist principles in teaching are inadequate time, lack of knowledge skills about constructivism and inadequate resource materials and facilities in schools as well as overcrowded classes. The study recommended that implementation of teacher professional development programmes, induction courses for new teachers, in-service training opportunities as well as ensuring that all schools are adequately equipped with material resources will go a long way in supporting teachers to effectively implement constructivist principles in the teaching of TTD.

2021-01-01T00:00:00Z Bodzo, Thenjiwe Kakwida, Fildah https://cris.library.msu.ac.zw//handle/11408/7122 2026-06-17T13:34:06Z 2021-01-01T00:00:00Z

Title: Teacher attitudes towards managing inclusive classes at Junior level in Mzilikazi District primary schools in Bulawayo Authors: Kakwida, Fildah Abstract: This study aimed at investigating teacher attitudes towards managing inclusive classes at Junior level in Mzilikazi District primary schools in Bulawayo. This was triggered by the comments given by teachers during workshops, meetings and gatherings. The researcher used qualitative approach during the study. Data was collected through the use of interviews for classroom practitioners and deputy heads. The sample comprised six classroom practitioners and three deputy heads. The researcher used random sampling technique. The study demonstrated that teachers have negative attitudes towards managing inclusive classes. Some of the factors contributing to teacher attitudes towards managing inclusive classes at Junior level in Mzilikazi District primary schools have been cited as lack of expertise, lack of experience, inadequate resources, large class sizes as well as lack of support from the administrative staff. The study suggests training in Special Needs Education to be compulsory in all teacher training colleges, teachers be give support by the administrative staff in matters concerning inclusive education, learners be enrolled according to numbers stipulated by policy per class and applying for funding from donors, charity organisations, churches, well-wishers and Non-Governmental Organisations by the schools’ administrative staff and the government.

2021-01-01T00:00:00Z Kakwida, Fildah Nyathi, Thusiwe https://cris.library.msu.ac.zw//handle/11408/7121 2026-06-17T13:33:38Z

Title: Challenges Faced by Teachers in Using ICT Based Learning Strategies in Teaching Learners with Visual Impairment in Makwe Cluster: Gwanda District Authors: Nyathi, Thusiwe Abstract: ICT in education plays a dynamic role which improves teaching and learning in the classroom by making the class very effective and exciting, especially for young learners. In a standard or public-school setup, where there are mixed ability learners and learners with disabilities, it is essential to make the learning environment more comprehensive and adaptive to the learners’ style of learning. The purpose of this study was thus to examine challenges faced by teachers in using ICT based learning strategies in teaching learners with visual impairment in Makwe Cluster in Gwanda District. Literature related to the study was also reviewed, in relation to the research questions of the study. The literature revealed that, until recently, ICT based education has not been effectively implemented in education, let alone the visually impaired learners. Qualitative methods of collecting data like questionnaires and interviews were used. The study involved randomly and purposively selected primary school teachers and administrators from Makwe Cluster primary schools in Gwanda District of Matabeleland South Province. The research findings were that learners with visual impairment in the Makwe Cluster do not have assistive technological/ICT devices, mainly due to the limited resources available to the rural and remote community. Similarly, the schools themselves have challenges in procuring resources, more so, for the learners with visual impairment as their assistive devices are very expensive. Shortage of resources is a major hindrance towards using ICT-based learning strategies to teach visually impaired learners. The study recommended that government and education administrators should provide material and financial assistance for vulnerable schools and learners in order for them to have equal opportunities of accessing quality education in their schools. This can be done through engaging related government ministries, donor organisations, parents, the community as well as the business fraternity to play a supporting role in the implementation of ICT-based learning for VIL using multi-sectorial approaches.

Nyathi, Thusiwe