https://cris.library.msu.ac.zw//handle/11408/3259 2026-06-29T05:38:23Z https://cris.library.msu.ac.zw//handle/11408/7122 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 https://cris.library.msu.ac.zw//handle/11408/7121 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 https://cris.library.msu.ac.zw//handle/11408/7120 Title: Challenges faced by teachers when using ICTs in the teaching of Mathematics at Grade five level in Insuza Cluster of Umguza District, Matabeleland North Province Authors: Manjeru, Priviledge Abstract: The study sought to establish on the challenges faced by teachers when using Information and Communication Technologies (ICTs) in the teaching of Mathematics at Grade five level. It was guided by five themes, which are: understanding the concept of ICTs, uses of ICTs, the extent to which the use of ICT improves the teaching of Mathematics, challenges faced by teachers when using ICTs during the teaching of Mathematics as well as strategies which may be used to help teachers use ICT effectively during the teaching of Mathematics. The researcher adopted the descriptive survey design and used both quantitative and qualitative research paradigms. Population comprised of eight school administrators and eight grade five teachers in Insuza cluster of Umguza District in Matabeleland North Province. The researcher adopted non-probability sampling techniques and the purposive sampling procedure was used. Questionnaires and interviews were used to collect data which was analyzed using themes. The study revealed that school administrators and teachers partially understood the concept of ICT. They indicated that ICT involves communication by the use of electronic devices such as laptops and cellphones. However, most administrators and teachers did not see the fully utilization of ICTs at their schools in the teaching of Mathematics since none of the schools had any ICT tools for classroom use. Their understanding of ICT uses was limited as they were only aware of only a few ways of using ICT during Mathematics lessons. Some teachers admitted that they were not using any ICT tools during lessons as their schools had none. Both school administrators and teachers agreed that the use of ICT had an impact on the academic performance of the learners as far as Mathematics was concerned. It was highlighted that ICTs arouse interest and fascinated the learners which helped the objectives be achieved more quickly and clearly. Some of the typical challenges faced by teachers when using ICT in the teaching of Mathematics include lack of knowledge, shortage of resources, lack of confidence, inadequate funding, negative attitude and resistance to change especially on the older generation. The study recommends that teachers should be staff developed and be provided with in-service training on ICT. It also recommends the school administrators to engage more with both governmental and non-governmental organizations on funding and donations in order to improve on the availability of resources. Parents are also recommended to be more involved in school activities by providing financial assistance and moral support to schools. 2020-01-01T00:00:00Z Manjeru, Priviledge https://cris.library.msu.ac.zw//handle/11408/7119 Title: Challenges Faced by Teachers in Implementing the 2017 Family, Religion and Moral Education (FAREME) Curriculum: A Case of Selected Group B Primary Schools in Mkoba Gweru Authors: Guyo, Sarudzai Abstract: The main purpose of this study was to determine the challenges faced by teachers in implementing the 2017 Family, Religion, and Moral Education (FAREME) curriculum at selected Group B primary schools in Mkoba Gweru in Zimbabwe. The study was compelled by a lack of implementation of the FAREME curriculum and earlier reported resistance of the curriculum. The research questions of this study were: What are the strengths of 2017 introduced FAREME curriculum? What challenges are faced in implementing the new FAREME curriculum? and How could the perceived challenges be alleviated? In navigating this research, the researcher targeted two Group B primary schools in Mkoba Gweru. The research was guided by a mixed-methods approach and case study design. The sample considered for this study comprised teachers in each grade (Grade 3 to Grade 6 teachers, who are currently teaching the new FAREME curriculum) in each school, thus 34 teacher participants, and two school heads. Questionnaires were administered to teachers and interviews were conducted on school Graphs, pie charts, and tables were used to quantify and clarify issues under investigation. Graphs, pie charts, and tables were used to quantify and clarify issues under investigation. The research findings revealed that the new FAREME had significant strengths as it equips learners with knowledge of various religions thereby creating an acceptance of other people’s religions especially indigenous religions. It was also revealed that the new 2017 FAREME curriculum had several challenges that inhibited its successful implementation. The findings showed that there is a need to provide teaching and learning resources, in-service teacher training, and demarcation of curriculum. As a result, the study recommended a multi-stake holder approach in the provision of FAREME resources and a need for revision of the curriculum to demarcate content per each level. 2020-01-01T00:00:00Z Guyo, Sarudzai