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Teaching styles and the acceptance of pupilsChin'anga, Lawrence Cyprian 3 1900 (has links)
The purpose of the study was to investigate how teaching styles influence the
acceptance of pupils by teachers, the development of a positive self-concept, and
the extent to which it will enhance scholastic performance. The overwhelming
finding from literature is that no teacher research, nor pupil investigation, has lead
to the identification of one particular teaching style that can influence scholastic
performance to the exclusion of others. While some studies have found a positive
relationship between self-concept and scholastic achievement, others did not.
To analyse data, the study made use of Factor Analysis, Cronbach Alpha, Regression
Analysis and Significance level of tests. The study found no relationship between
self-concept and scholastic performance but a positive correlation was found
between scholastic performance and invitational style, acceptance of pupils, age,
father and mother's employment .. The study makes recommendations and proposes
areas for further research. / Psychology of Education / M. Ed. (Psychology of Education)
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THE DEVELOPMENT OF AN ENVIRONMENTAL SCIENCE COURSE FOR PRIMARY SCHOOLS, GRADES 1 - 7 ZIMBABWE RHODESIAAllen, Irma Acosta January 1980 (has links)
A study was made to determine the environmental education needs of Rhodesian African primary school pupils and procedures for meeting those needs within the framework of an Environmental Science Course which would complement an Environmental Social Studies Course. Procedures used to investigate the needs and ultimately determine the scope, aims, methods, and materials for the course were: (1) two questionnaires to stratified samples of education officers, supervisors, headmasters, and teachers--the first to 168 and the second to 504; (2) a questionnaire and interviews with local professional environmentalists; (3) classroom observation and trial teaching of lesson units, as they were developed, across a broad spectrum of schools; (4) an informal survey of the activities and materials produced by agencies and organizations concerned with environmental issues; (5) review of currently existing geography, science, and gardening courses and materials; (6) meetings with provincial education officers, headmasters, and supervisors; (7) meetings with teacher trainers in three major teacher training institutions in the country; and (8) reference to pertinent literature. Results of the questionnaires provided the basis for the topic content of the course, and defined the major areas of concern as being: natural resources, agriculture, the natural physical environment, the man-made physical environment, health, and body systems. Areas emerging from the study which required special attention were: language, traditions, limited physical resources, introduction of new teaching-learning approaches, rural nature of 90% of the schools, terminal aspect of primary education for roughly 80% of the pupils, communication of the teacher-learner strategy, large proportion of teachers with minimum training, and meeting national needs and aspirations in a time of war. The main outcome of the study was a curriculum plan for an Environmental Science course whose broad aims are to: (1) make pupils aware of the ecological inter-relationship of the physical and biological factors that make up the environment, and of man's relationship to it; (2) motivate pupils to responsible action toward better management of the environment so as to ensure survival and improve the quality of life; (3) provide pupils with basic skills and concepts in science, gardening, and geography; and (4) foster the development of positive interests, attitudes, and aesthetic awareness of the environment. The components of the system are presented, as well as a scheme, tentatively incorporating 50 lesson units. Recommendations regarding the learning objectives (content, concepts, skills, attitudes) teaching approaches, instructional materials, pacing, the role of the participants, and pupil assessment procedures are given. The curriculum plan, as presented, was approved by the Ministry of Education for further development and eventual implementation into the schools of the country. Recommendations are made for the next phase of the project. These emphasize the development and evaluation of instructional materials, establishment of teacher training programs, and evaluation of the curriculum.
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Teaching styles and the acceptance of pupilsChin'anga, Lawrence Cyprian 3 1900 (has links)
The purpose of the study was to investigate how teaching styles influence the
acceptance of pupils by teachers, the development of a positive self-concept, and
the extent to which it will enhance scholastic performance. The overwhelming
finding from literature is that no teacher research, nor pupil investigation, has lead
to the identification of one particular teaching style that can influence scholastic
performance to the exclusion of others. While some studies have found a positive
relationship between self-concept and scholastic achievement, others did not.
To analyse data, the study made use of Factor Analysis, Cronbach Alpha, Regression
Analysis and Significance level of tests. The study found no relationship between
self-concept and scholastic performance but a positive correlation was found
between scholastic performance and invitational style, acceptance of pupils, age,
father and mother's employment .. The study makes recommendations and proposes
areas for further research. / Psychology of Education / M. Ed. (Psychology of Education)
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The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in ZimbabweChipo, Dzikite January 2016 (has links)
Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
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The management of the culture of teaching and learning in selected secondary schools in BulawayoMasuku, Elisa 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This study was conducted to investigate the culture of teaching and learning in selected
Secondary Schools in Zimbabwe. It was addressing the numerous pleas within the Ministry
of Education and by other stakeholders, to review the O-level curriculum, to monitor and
improve the O-level results and to reduce dropouts at that level. Effective school
programmes hold school culture and climate accountable, and as the most influential factors
that could facilitate the process of change.
This study is a situational analysis of the culture ofteaching and learning in two selected
schools in Bulawayo, Zimbabwe. The headmasters of the two schools, selected teachers and
students were interviewed regarding the culture ofteaching and learning in their respective
schools. The culture was revisited from as far back as the dual system of education during the
colonial period in Rhodesia through post-independence in Zimbabwe in the 1980s, to the
present. It was also traced from the time the sample schools were established to date. The
schools are anonymous and they are referred to as Schools A and B.
The situation analysis revealed that a healthy culture of teaching and learning exists in School
A, but leaves room for improvement. A breakdown of this culture in school B is evident and
an immediate restoration is imperative. The primary cause supported by literature review is
ineffective school leadership. Other responsible factors are demotivated teachers, poor
parental involvement and demoralised students.
There is still hope for the culture in School B to improve because of the recent move by the
government to allow schools to collect their own fees. Of course, this still leaves the main
problem of leadership and uncommitted staff unresolved. Students might have a full time
counsellor to meet their social needs.
The study initially, states the problem and presents research questions which are answered in
the study. Then the historical background of the dual education system and how it affected
and still contributes to the culture of teaching and learning, follows. The methodology used in the study, the review of literature interview responses, findings and guidelines for
restoring the culture of teaching and learning simultaneously follow. Finally, the study
presents suggested recommendations and topics for further study and the short comings of the
research. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem im ondersoek in te stel na die leerkultuur in geselekteerde
sekondrere skole in Zimbabwe. Dit inkorpereer die groot aantal versoeke va kie Minesterie
van Onderwys en ander belanghebbendes om die O-vlak-kurrikulum te hersiem, te moniteer
en te verbeter en om die aantal kandidate wat op daardie vlak uitsak te probeer verminder.
Skole met effektiewe programme beskou die skoolkultuur en skoolklimaat as kie oorsake van
hierdie probleme, maar is terselfdertyd daarvan oortuing dat juis hierdie faktore die
veranderingsproses kan fasiliteer.
Hierdies studie in 'n situasie-analise van die kultuur van onderrig en leer in twee
geselekteerde skole in Bulawayo, Zimbabwe. Daar is ondrhounde gevoer met die
skoolhoofde, geselekteerde onderyses en leerders van hierdie twee skole oor kie kultuur van
onderrig en leer aan hulle skool. Die periode vanaf die dubbelmediumsisteem tydens
Rhodesie se Koloniale Tydperk, die post-onafhandklikheidsperiode in die tagtigerjare in
Zimbabwe tot en met die huidige tydperk is by die onderhound betrek. Dit het ook die
betrokke skool se geskiedenis vanaf sy ontstaan tot en met die huidige tydperk ingesluit.
Daar word na die skole verwys as skool A en skool B om hulle anonimiteit te waarborg.
Uit die situasie-analise blyk dit dat daar in skool A 'n gesonde kultuur van onderrg en leer
bestaan, alhoewel daar ruimte vir verberering is. In skool B bestaan dit nie en 'n onmiddellike
herstel van hierdie kultuur is noodsaaklik. Uit die literatuur blyk dit dat die hoofoorsaak van
so 'n insinking oneffektiewe skoolleierskap is. Ander bydraende faktore is gedemotiveerde
onderwysers, swak ouerbetrokkenheid en gedemoraliseerde leerders.
Dit is nog nie te laat im die kultuur in skool B te verbeter nie omdat die regering sedert
redelik onlangs skole toelaat om hulle eie fondse in te samel. Dit laat egter die hoofprobleem
van oneffektiewe leierskap en onbetrokke onderwysers onopgelos. 'n Voltydse berader kan
help om in the leerders se sosiale behoeftes te voorsien. Hierdie studie begin met die problem wat gestel word en bied dan navorsingsvrae wat in die
loop van die studie beantwoord word. Daarna volg 'n historiese agtergrond van die
dubbelmediumsisteem en hoe dit kultuur van onderrig en leer beinvloed het en nog steeds
beinvloed. Die metodologie wat in die bevindings en riglyne om die kultuur van onderrig en
leer te herstel, volg daarna. Die studie word afgesluit met voorgestelde aanbevelings,
moontlike temas vir verdere studie en die tekortkominge van die navorsing.
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The delivery of the clothing and textiles curriculum in Zimbabwean universities: towards an integrated approach to vertical and horizontal discoursesMuzenda, Verity January 2014 (has links)
The introduction of Technical Vocational Education (TVE) has been marred by a myriad of challenges, and this has not spared universities. The incompetency of lecturers, the perceptions of both lecturers and students, the relationship between universities and the world of work as well as support strategies have been the most contested issues in TVE. The researcher used the mixed method design which is rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of the data. Post-positivist research paradigm attempts to enhance one’s understanding of the way certain phenomena are and that objectivity is an ideal that can never be achieved. The sample of the study comprised two Heads of Department (HODs) from the universities under study, 18 lecturers for the interviews, 18 lecturers who responded to the questionnaire, 24 students formed the 4 focus groups for both universities with 6 students each. Two industrial personnel were also interviewed. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, observations and document analysis. The researcher employed the Statistical Packages for Social Sciences (SPSS) to summarise, compile tables and graphs on quantitative data and qualitative data was analysed using content analysis through emerging themes. The study established that lecturers were not competent enough to deliver CT curriculum in universities and this was as a result of the type of training lecturers received which was no longer congruent with the technological advancement which have taken place in the textile industry. It was also instituted that universities were producing students who lacked the hands-on skills necessary for them to be acceptable in the world of work. There was a stern shortage of equipment and machinery in CT departments in universities. The machinery and equipment in the departments were too old and broken. Furthermore, the study established that there was no collaboration between universities and industries. Industrial personnel lamented that universities were not willing to put into consideration all the suggestions they gave them and that time for Work-Integrated Learning (WIL) or placement was too short for them to impart all the requisite skills to students. It was also established that students were discontented by the teaching methods that lecturers were using and the way they were being assessed. Students conveyed their desire for the industry to be involved in assessing them whilst they were in universities. Based on the above findings, the study concluded that lecturers were incapacitated to deliver CT due to the training they received in colleges and universities which was no longer congruent with the dynamics of technology. The study also concluded that the shortage of machinery and equipment also demotivated lecturers and incapacitated them. It was also concluded that the lack of collaboration between universities and industries posed serious challenges to both lecturers and students. The study recommends that the quality of the existing lecturing force must be improved mainly through extensive staff development training programmes.There is need for lecturers to be staff developed through training workshops in order to improve on competence. There should be collaboration among University management, lecturers and the industry during curriculum design, implementation and monitoring to improve their attachment and sense of ownership of CT programmes. To improve on students’ acquisition of skills, the study recommends that time for Work-Integrated Learning should be lengthened so that students leave the industry well equipped with relevant skills and knowledge.
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Pre-service teachers’ concerns on teaching practicum: a mixed methods case study from ZimbabweChitumwa, Chemunondirwa Christopher January 2017 (has links)
The purpose of this study was to identify and examine pre-service teachers’ concerns relating to their teaching practicum in Zimbabwe and to suggest strategies that could be used to support them in a digitalised era. This study was necessitated by the desire to understand the concerns that pre-service teachers experience during teaching practicum in a fast changing world and in a depressing, unstable socio-politico-economic environment. The study employed a meta-conceptual approach comprising constructivist and social cognitive epistemology as its theoretical framework. A concurrent mixed methods research design was utilised to address the research questions. Both quantitative and qualitative methods were used to design the study, collect, and analyse data. Thirty participants comprising of 24 pre-service teachers and six college supervisors were purposively selected for the qualitative study from United College of Education in Zimbabwe. Qualitative data was collected by means of interviews and analysed through a thematic analysis. For the quantitative phase, 300 pre-service teachers were chosen through stratified random sampling from the same institution and were asked to complete a questionnaire. One hundred and ninety-three questionnaires were returned and usable, giving a return rate of 64%. Data from the survey were analysed using descriptive and inferential statistics. Findings from the study revealed that pre-service teachers experience diverse concerns during teaching practicum that included classroom management, teacher knowledge, socio-economic factors, workload, interpersonal relationships and assessment anxiety. Findings from the quantitative phase revealed some differences in the levels of concerns among the year groups. A general downward trend in the levels of concerns was detected except for teacher beliefs concerns that remained constant. Findings from the qualitative phase of the study revealed that the concerns that pre-service teachers experienced during teaching practicum had negative impact on their classroom practice. Most of the student teachers had devised some coping strategies to deal with their concerns and they were satisfied with the quality of support from mentors and peers, but not that from their supervisors. In an increasingly globalised world, the researcher felt that teaching practicum related concerns could be minimised by exploiting the benefits of digitalised knowledge and communities of learning.
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Participation of Zimbabwean female students in physics: Subject perception and identity formationGudyanga, Anna January 2016 (has links)
The central focus of this study was to determine the extent to which identity formation influenced Zimbabwean A-level female students’ perceptions of and participation in physics. The themes from the sub-problems included the influence of contextual factors on identity formation in relation to physics as a subject at Advanced Level (A-level), facets of identity formation considered to be of significance by female students in relation to physics, the way in which female students’ perceptions of physics influenced their participation in the subject as well as the factors of identity formation considered as contributing to developing an orientation towards physics by female students. A qualitative approach grounded in an interpretivist paradigm was used. A tri-hybrid theoretical lens comprising of Wenger’s (1998) Social Learning Theory featuring CoP, the Feminist Stand point Theory and Sfard and Prusak’s (2005) notion of ‘telling’ identities or stories, enabled a rich understanding of the influences of identity formation on female students’ perceptions of and participation in physics. The data generating methods used were classroom observation, Draw-A-Scientist Test and semi-structured interviews conducted with nine participants. The data were collated to generate narratives. Key findings: The contextual factors that influenced the identity formation of female students and subsequently their participation in physics at A-level included: Parental and siblings influence; cultural perceptions; impact of the O-level experience; A-level physics teachers’ attitudes; classroom and laboratory experience; male peer influence and other factors such as an understanding of the relevance of physics in daily life. Facets of identity formation considered to be of significance by female students in relation to physics included: being confident, fearless, intelligent, and courageous, liking physics and being determined. These facets motivated them to develop an identity in favour of physics. The female participants studying only mathematics perceived themselves as very intelligent but with a fear of failing physics, lacking confidence and courage. Female students who held negative perceptions towards physics chose to do only mathematics at A-level while those with positive perceptions which influenced the formation of a positive physics identity displayed enthusiasm and commitment to achieve high levels of performance in the subject. Factors of identity formation considered as contributing positively to the development of an orientation towards physics by female students included the importance of v female physics teachers as role models, motivation from O-level science teachers, high self-confidence, high self-esteem, parental support and encouragement, and aspirations towards a physics related career. Gender insensitivity displayed by male teachers, male peer harassment and gender stereotyping are factors in identity formation considered as inhibiting the development of an orientation towards physics by female students. This study provides physics educators, physics planners and the government with detailed information on the role identity formation plays on the participation of Zimbabwean female adolescent students in A-level physics. The findings may be used by heads of schools to sensitise academic staff on the gender dimensions of teaching and learning as well as by counsellors and parents to encourage females to enrol for physics and mathematics as their subjects of choice. This study also contributes to the strengthening of educational research in Zimbabwe, especially research aimed at emancipation of female students in Zimbabwe.
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A study on an evaluation of the course for the Diploma in Nursing Administration in ZimbabweMakondo, Edward 11 1900 (has links)
Health Studies / D. Litt. et phil. (Advanced Nursing Sciences)
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A study on an evaluation of the course for the Diploma in Nursing Administration in ZimbabweMakondo, Edward 11 1900 (has links)
Health Studies / D. Litt. et phil. (Advanced Nursing Sciences)
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