https://cris.library.msu.ac.zw//handle/11408/245 Mon, 29 Jun 2026 05:36:04 GMT 2026-06-29T05:36:04Z https://cris.library.msu.ac.zw//handle/11408/7124 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. Wed, 01 Jan 2020 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/7124 2020-01-01T00:00:00Z Mhungu, Precious https://cris.library.msu.ac.zw//handle/11408/7123 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. Fri, 01 Jan 2021 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/7123 2021-01-01T00:00:00Z Bodzo, Thenjiwe https://cris.library.msu.ac.zw//handle/11408/7118 Title: The Skills Gap Between the Ordinary Level Textile Technology and Design Learners and the Textile Construction Industry Authors: Machingura, Bellania Abstract: The purpose of the study is to investigate the skills gap between the Ordinary level Textile Technology and Design learners and the textile construction industry. Determining skills level of TTD students which the textiles industry deems necessary for one to be successful in that industry as well as if the TTD learners possess these skills was another objective of this study. The population of the study consisted of five secondary schools, 5 TTD teachers and 150 learners in Mutegesa cluster in Featherstone. The population also included three managers form textile construction companies in Gweru. In this study the sample was made up of three TTD teachers from three schools, twenty seven learners and two managers from textile manufacturing companies. The purposive sampling technique was used to select the participating teachers and managers. Data were collected through questionnaires, interviews and classroom observations. The thematic approach was used to analyse the data. The findings revealed that employability of TTD learners in the textile industry is dependent not on mastery of problem solving, critical thinking, communication skills, technical skills, collaborative skills, entrepreneurial skills, creativity, innovation and practical skills. It was ascertained that while TTD learners are generally competent, they were not excellently competent in the following skills: critical thinking, problem solving, creativity, innovation and entrepreneurial skills. Closing the skills gap requires education and industry to build meaningful partnerships that expose learners to industry through work based learning programs and the use of active learning methodologies in well-equipped classrooms to ensure that graduates possess the skill sets desired in the current workforce and beyond. It was recommended that schools should foster and enabling learning environments that help learners to acquire and develop skills relevant to the textile industry as well as adopt assessment strategies that are geared towards measuring and tracking the development of employability skills that are now critical in a complex global environment. Fri, 01 Jan 2021 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/7118 2021-01-01T00:00:00Z Machingura, Bellania 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 Wed, 01 Jan 2020 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/7054 2020-01-01T00:00:00Z Chipaumire, Zandile