https://cris.library.msu.ac.zw//handle/11408/249 Mon, 29 Jun 2026 05:29:51 GMT 2026-06-29T05:29:51Z 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 https://cris.library.msu.ac.zw//handle/11408/3996 Title: Challenges associated with the implementation of fashion and fabrics curriculum in secondary schools in Nkayi District in Matebeleland North Province. Authors: Mambara, Bridget Abstract: The study aimed at assessing and describing the challenges associated with the implementation of Fashion and Fabrics curriculum in secondary schools in Nkayi district in Matabeleland North province in Zimbabwe. A descriptive survey research design was used in the study. The population comprised of twenty fashion and fabrics teachers, ten practical department heads of department and ten secondary school heads. Simple random sampling was used to come up with respondents for the research. The data was collected using questionnaires, interviews and observation. Data was presented by using tables, analysed, and discussed thematically. The findings revealed that there were no specialist rooms, equipment, and resources to effectively implement the vocational subject. It was also established that financing the subject was done late hence procurement of fabrics and equipment was done late. The study found that garment designing skills lacked in teachers since they are used to commercial patterns which are now difficulty to access. Time was also a limiting factor of which it hinders skills display in practical work. Learners, parents and school heads had negative attitudes towards the subject which the thought is very expensive and cannot meet its demands. It is also viewed for less achiever, mainly girls. The study recommended that there is need for the Ministry of Primary and Secondary Education to assist schools by building relevant infrastructure, supply basic and modern equipment to effectively implement the subject. It also need to ensure that Fashion and Fabrics teachers are adequately imparted with garment designing skills. Workshops, seminars, in-service programmes and staff developments should be availed to teachers already in the service to boost their competence in the vocational field. Wed, 01 Nov 2017 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/3996 2017-11-01T00:00:00Z Mambara, Bridget