Primary school teachers in Zimbabwe tend to face a number of challenges that need to be overcome if they are to handle learners with diverse needs effectively. The main problem has been failure by teachers to deal with gifted learners. The objective of this qualitative study focused on answering the key research question, ‘What are the teacher education initiatives undertaken by Teachers Colleges to prepare trainee teachers in handling gifted learners in primary schools in Zimbabwe?’ The problem is mainly attributed to preparation of teachers during pre-service training. Primary school education in Zimbabwe has tended to ignore gifted learners as compared to learners who experience academic barriers. It has been observed that records kept by trainee teachers on teaching practice reflect some serious planning considerations given to remedial cases in which gifted learners are completely ignored. This suggests that the trainee teachers are not deliberately ignoring gifted learners but have an inherent assumption that they do not need extra attention. The research was grounded in the constructivist paradigm to gain a full understanding of the social life-world of the initiatives by teacher education in the preparation of trainee teachers to handle gifted learners. A phenomenological design was employed to collect data through qualitative methods, namely semi-structured interviews, observation and focus group discussion. The respondents to these data collection methods were lecturers from two teachers colleges, qualified teachers and trainee teachers from two primary schools. The main finding was that gifted education was missing in the teacher preparation to enable trainee teachers to handle gifted learners. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for a national policy on gifted education to provide guidelines for teacher education programmes and that teacher training colleges should review their curriculum specifically in Theory of Education and Professional Studies to include gifted education. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study focuses on the teaching of Indigenous African Music (IAM) in Zimbabwean primary schools, and proposes a new Experiential Open Class Pedagogy relevant to its multicultural contexts. A postcolonial theoretical paradigm informs the discussion of secondary literature, and the analysis of empirical data obtained through the following methods: interviews, lesson observations, focus group discussions, and the analysis of teaching documents. Case studies were conducted at ten schools in the Gweru district of Zimbabwe. These schools were chosen from a mix of urban, peri-urban, and rural communities. The findings show the continued effects of colonialism on IAM teaching practices and pedagogy. The effects of globalization and the high levels of migrancy in and out of Zimbabwe are discussed as factors shaping the teaching of IAM. Formal models of learning have undermined the status of IAM in favour of Western classical music. Recognizing this bias, but also the fact that culture is dynamic, this study strikes a balance by proposing a new pedagogy that integrates Western and African approaches to music education. The study findings feed into the development of a new hybridised model called the Experiential Open Class Pedagogy (EOCP), which is suitable for multicultural contexts. This pedagogy encourages learners to use their personal experience of IAM practices in the home, and to draw on expertise from their local communities. The participation of children and their elders in the community contributes to the openness of the learning process. A combination of learning at home, in communities, and in classrooms is vital in utilising all the critical avenues to acquiring knowledge and experience of IAM. Recommendations on policy and practice in Zimbabwean primary school education offer solutions to the present challenges. It is important for teachers to be active stakeholders in documenting the very IAM practices they teach by carrying out research, and through continuous improvement initiatives in multicultural contexts. / Art History, Visual Arts and Musicology / D. Phil. (Music)

DEd (Curriculum Studies) / Department of Curriculum Studies / The study examined challenges that confront lecturers and student teachers at colleges of primary teacher education in Zimbabwe in the use of action research as a teaching and learning strategy. The study focused on lecturer competency, personal dispositions of students towards mastery of action research skills and institutional challenges. The mixed methods research design was used in this study. A combination of the two research approaches exhibits complementary strengths and non-overlapping weaknesses of the techniques, methods and processes involved. Purposive sampling technique was employed to choose one principal and 9 heads of departments while simple random sampling was used to select 140 student teachers. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Thematic analysis was employed to analyse narrative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. It was established that student teachers have limited practical experience in action research prior to proceeding on teaching practice as well as weak communication skills to support its conduct. The study recommends that lecturers should cater for the characteristics and experiences of student teachers when planning and delivering lectures in order to improve their acquisition of action research skills.

PhD (English) / Department of English / See the attached abstract below

Text in English, abstracts in English and Zulu / This thesis explores the current state of marimba music performance practice in Zimbabwe. I begin by presenting a historical perspective of the marimba, and then discuss how the Zimbabwe marimba tradition came into being at Kwanongoma College of African Music in Bulawayo. The study continues to unveil how the relatively new marimba tradition has grown to popularity in its 55-year history in the country, with the phenomenal emergence of professional Zimbabwe marimba musicians. The thesis includes analyses of marimba musicians’ lived experiences, traditional and contemporary marimba music compositions, marimba music education programs and mentors, as well as the Zimbabwe marimba construction industry. Using ethnographic methods, the analysis in this qualitative study draws on an application of Christopher Small, Richard Schechner, and Pierre Bourdieu’s theoretical perspectives, amongst others. Results show that marimba music performance practice in Zimbabwe has been kept alive in various permutations, albeit in a harsh economic environment. Education, passion for marimba music, cultural tourism, and festivities are the main avenues where Zimbabwe marimba music performance practice has survived on the margins of Zimbabwe’s popular musical cultural traditions. / Le thesis ihlola isimo samanje somculo wemarimba kanye nokuqhutshwa kwawo eZimbabwe. Ngiqala ngokwethula imibono yezomlando ngemarimba, ebese ngixoxa ngokuthi ngabe usiko lwenkambiso yemarimba eZimbabwe lwaqhamuka kanjani eKwanongoma College of African Music eBulawayo. Ucwaningo luqhubeka luveze ukuthi umculo wemarimba omusha usheshe kangakanani ukukhula nokuba nedumela kumlando weminyaka engu 55 ezweni, kanti futhi nokwenza ukuthi abaculi bemarimba eZimbambwe basebenze ngesiprofeshini. Le thesis ibandakanya ukuhlaziya izipiliyoni zabaculi bemarimba, usiko kanye nokuqanjwa komculo wemarimba, izinhlelo zemfundo yomculo wemarimba kanye nabaqeqeshi abafundisa abasha emculweni, kanye nokwakhiwa kwemboni yomculo wemarimba eZimbabwe. Ukusebenzisa izindlela zesayense yokuchaza abantu eyaziwa ngokuthi yi-ethnography, uhlaziyo kulolu cwaningo olubheka kanzulu, lufunde nokuchaphuna kwimibono yochwepheshe yethiyori yabantu abafana no-Christopher Small, uRichard Schechner kanye no-Pierre Bourdieu phakathi kwabanye. Imiphumela ikhombisa ukuthi ukwenziwa komculo wemarimba eZimbabwe wenziwe ukuthi uqhubeke ngokusebenzisa inqubo yokuhlela izinto ngokuhambelana noma inqubo ye-permutations, kodwa ngaphansi kwesimo esinzima kwezomnotho. Imfundo, ugqozi lomculo wemarimba, inqubo yezovakasho lokufunda ngamasiko kanye nemicimbi ngenye yezindlela lapho khona umculo wemarimba eZimbabwe oboniswa khona nokwaze ukuqhubeka ngayo, nangendlela esetshenzisiwe ukwenza ukuthi umculo uqhubeke nokuba nedumela ngisho nangaphansi kwesimo esinzima eZimbabwe. / Art History, Visual Arts and Musicology / D. Litt. et Phil. (Musicology)

The purpose of this study was to explore the practice of quality control in the onscreen marking (OSM) environment of Biology (5008) examinations between 2013 and 2017. Examination marking is gradually being migrating from paper-based marking (PBM) to OSM in a bid to improve the efficiency and quality of marking. The Zimbabwe School Examinations Council (ZIMSEC) introduced OSM for some O Level subjects in June 2012, in a context characterised by a persistent economic crisis, patchy internet coverage, erratic power supplies and low digital literacy, among other challenges. The Council encountered some difficulties related to quality control, which triggered this qualitative instrumental single case study that was informed by the ontology, epistemology, methods and axiology of the constructivist philosophy. Data were collected through face-to-face and focus group interviews on the WhatsApp platform with 4 subject managers, 11 senior markers and 18 normal markers, and through document review. The findings of the study suggest that the quality of marking was influenced by the context in which the examinations were marked. The socio-political climate that prevailed in Zimbabwe impacted on the technological infrastructure for the OSM and the digital literacy of the examination personnel. The capacity of the examiners to work in the OSM environment was influenced by knowledge and skills transfer from training and standardisation to the live marking. The quality of marking was monitored by the seeds approach to script moderation, automatically generated reports and audit trails, and escalation of problem scripts. It was also influenced by the structure of the question papers, cognitive demands of the questions and mark schemes on the examiners, spaces provided for candidates’ responses and mark scheme features such as language and marks to marking points ratio. The assessment framework provided by the syllabus guided the design and marking of Biology examinations. From these findings, a framework that could guide the practice of quality control in the OSM environment was formulated. OSM technology could enhance the quality of marking Biology examinations, thereby eliminating challenges associated with PBM. Some of the opportunities were, however, reduced by the challenges encountered during the OSM of the examinations. It is recommended that ZIMSEC put in place policies and procedures that could guide specific quality control activities in the OSM environment and establish computer centres in the provincial capital towns. The Council could also consider benchmarking examiner recruitment, training and standardisation procedures with international examination authorities. / Tsvakurudzo ino yanga yakananga kuvandudza nharaunda yemakwenyero ebvunzo kubudikidza nemichina pachidzidzo cheBhayaroji, 5008 pakati pemakore a2013-2017. Vandudzo iyi iri kuuya zvishoma nezvishoma kubva pakukwenya pamapepa zvichienda mukukwenya nemichina (on screen marking :OSM ) nechinangwa chekuda kukwenenzvera mhando yebasa rezvekukwenya . Bazi rebvunzo reZimbabwe School Examinations Council (ZIMSEC) rakavarura kukwenya kubudikidza nemichina (OSM) kubvunzo dzedanho reOdhinari revhuru muna Chikumi 2012 , mumamiriro anozivikanwa ematambudziko ezveupfumi, masaisai eindaneti asingavimbiki anouya zvigamba zvigamba , magetsi asingawanikwe nguva dzose, nezivo yezvemichina muvakwenyi isina kupararira pakati pezvimwe zvimhingamupini. Kanzuru yezvebvunzo yakasangana nemamwe matambudziko ane chokuita nounaku hwezvemakwenyerwe ebvunzo hwakakonzera kuti paitwe tsvakurudzo ino yezveudzamu (qualitative) muchinzvimbo chiduku chakasarudzwa (case study) yaitungamirirwa nemaziviro evacho vanoona nezvekukwenya bvunzo (interpretivist epistemology) nemaziviro okuti chokwadi chinosiyana nekusiyana kwenharaunda nokuti chigadzirwa chevarimukati mekukwenya (constructivist ontology), nekuumba mufungo kubudikidza neumboo huchabuda mutsvakurudzo (inductive theory) nenzira nezvinokosheswa nenharaunda mukuumba ruzivo (constructivist philosophy). Umboo hwetsvakurudzo hwakawanikwa kubudikidza nebvunzurudzo ine udzamu padungamunhu nemumapoka nekupindurana padare reWatsiApu nevanotungamira zvidzidzo (Subject managers ) vana , zvidza mune zvokukwenywa bvunzo gumi neumwe, nevamwewo vakwenyi gumi nevasere uye kuongorora magwaro. Mamiriro ezvemagariro nematongerwo enyika mu / Ihloso yaleli rhubhululo bekukuphenya indlela ikhwalithi elawulwa ngayo ngehlelo lokutshwaya ngekhomphyutha kwe enhlahlubo zeBhayiloji (5008) phakathi komnyaka ka-2013 no-2017. Ukutshwaywa kwe enhlahlubo kancanikancani kuyasuka ehlelweni lokutshwaya iphepha ngesandla (PBM) kuya ehlelweni lokutshwaya ngekhomphyutha (OSM) ngomzamo wokuthuthukisa umsebenzi omuhle kanye nokuletha iqophelo eliphezulu lokutshwaya. Hlangana nezinye iintjhijilo, UMkhandlu wezokuTshwaywa kwe eNhlahlubo eZimbabwe (Zimbabwe School Examinations Council) (ZIMSEC) sewungenise ihlelo le-OSM kwezinye iimfundo zesigaba sika-O Level ngenyangaka Mgwengweni 2012, ngaphasi kobujamo obumbibe zomnotho, kobujamo obumaratha be-inthanedi, obuqokeme kobokuphakelwa ngegezi kanye na ngaphasi kwezinga eliphasi lefundo ye dijithali. UMkhandlu uhlangabezene nobunye ubudisi obumalunga nanokulawulwa kwekhwalithi, okubujamo obukhwezelele isizathu sokobana kube nerhubhululo linye elisebenzako elisebenzisa indlela yerhubhululo yekulumo, kanti lokhu kwabangelwayi-ontholoji, i-ephistemoloji, iindlela zerthubhululo kanye ne-akziyoloji yefilosofi i-constructivist philosophy. Idatha ibuthelelwe ngendlela yehlolombono yokubuza umuntu ngamunye ubuso nobuso kanye nokubuza iinqhema zabantu ezinqotjhiwe kokukundla yezokucocisana, i-WhatsApp platform kanye nabaphathi beemfundo aba-4 subject managers, abatshwayi abakhulu abali-11, kanye nabatshwayi abajayelekileko abali-18, kanti lokhu kwenziwa ngokubuyekeza umtlolo. Ilwazi elifumane keerhubhululweni liphakamisa kobana izinga lekhwalithi lokutshwaya laba nomthintela wobujamo/wendawo lapho iinhlahlubo zatshwaywa khona. Ubujamo bezehlalakuhle yabantu kezepolotik iebebusezweni leZimbabwe laba nomthelela phezu komthanga lasisekelo wethekinoloji, kanti kwathinta abasebenzi behlelo le-OSM kanye nezinga lefundo yedijithali. Amandla wekghono labatshwayi lokusebenza ebhodulukweni le-OSM lalilawulwa kudluliselwa kwelwazi kanye namakghonofundwa ukusukela ekubandulweni kanye nokwenza izinto ngendlela efanako ehlelweni elibonakala ngamehlo lokutshwaya. Izinga lokutshwaya lalitjhejwe yindlela yokulinganiswa kwamaphepha atshwayiwako, ihlelo le-seeds approach to script moderation, kanti ihlelwe lingokwalo lihlanganisa imibiko begodu lilandelela ukuhlolwa, kanti goduli yakwazi nokuveza amaphepha ane miraro. Leli hlelo begodula lilawulwa sisakhiwo sephepha lemibuzo, lilwazi elifunekako ephepheni lemibuzo kanye namaskimu wamaksi phezu kwabatshwayi bamaphepha, iinkhala ezenzelwako bana abafundi baphendulele kizo kanye namaskimu wokutshwaya okunje ngelimi kanye namamaksi asesilinganiswe nisamamaksi, phecelezi-marking points ratio. Isakhiwo sokuhlola sinikelwa yisilabhasi, okungiyo eyikombandlela yedizayini kanye nokutshwaywa kwe enhlahlubo zeBhayiloji. Ngalelilwazi elitholakeleko, kukghonakele ukuthi kutlanywe isakhiwo ebesingabayi kombandlela yendlela engalandelwa ukulawula ikhwalithi ebhodulukweni ye-OSM. Ithekinoloji ye-OSM beyinga siza izinga lokumakha iinhlahlubo zeBhayiloji, ngalokho lokhu bekungaphungula iintjhijilo ezihlobene nehlelo le-PBM. Nanyana kunjalo, amanye amathuba, aphungulwazi intjhijilo ekuhlangabezenwe nazo nakutshwaywa iinhlahlubo zehlelo le-OSM. Kuye kwa tjhukunyiswa ukobana i-ZIMSEC izene mithethomgomo kanye ne enkambiso ezingabayikombandlela elayela imisebenzi ethile koyokulawulwa kwekhwalithi ebhodulukweni le-OSM kanye nokuhloma iinkhungo zekhomphyutha kumadorobhahloko we emfunda. UMkhandlu begodu ungatjheja yokubeka izinga lokuqatjhwa kwabatshwayi, lokubandulwa kanye nehlelolokwenza izinto ngendlela efanako neyamaziko we entjhabatjhaba alawula iinhlahlubo. / Science and Technology Education / D. Phil. (Education)

This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism. / African Languages / D. Lit. et Phil. (African Languages)

Abstract in English, Afrikaans and Venda / Constructivism is a relatively recent theory of learning which focuses on using learner-centred strategies in learning. Reform efforts in education in Zimbabwe have been aimed at incorporating constructivist-inspired strategies in the classroom, with mixed results. Some teachers continue to prefer traditional approaches to learning in their classrooms, despite these being teacher-centred and generally looked down upon. The study examined the perceptions of primary school student teachers regarding the practical application of constructivism in the classroom. A qualitative research design was adopted, and the study was grounded in a constructivist and interpretivist paradigm aimed at understanding perceptions emanating from the lived experiences of the student teachers. In all, eight student teachers were sampled for the study by means of purposive, convenience and stratified random sampling. Data was collected through a literature review, lesson observations and semi-structured individual interviews. The rigour of the study was maintained by ensuring trustworthiness and the credibility of the findings. Ethical issues were adhered to. Data was analysed using Tesch’s method of data analysis, through which the researcher identified categories and themes, and reported on in narrative format. The study findings indicate that student teachers have a positive perception of the practical application of constructivism in learning. Participants expressed the view that the practical application of constructivism leads to deeper learning and greater understanding by learners. Participants nevertheless stated that in their efforts to implement constructivism in learning and teaching during their practicums they experienced a lack of support from mentor teachers and shortages of resources. Considering these findings, the researcher made several recommendations to various stakeholders with the aim of helping student teachers to be more effective constructivist teachers. The recommendations include the need to carry out more research on the constructivist learning theory and its practical application in the classroom as well as encouraging teachers to apply constructivist learner-centred strategies in their classrooms. The researcher also made recommendations for further research. / Konstruktivisme is ʼn leerteorie wat betreklik nuut is en wat fokus op die gebruik van leerdergesentreerde strategieë vir leer. Inisiatiewe vir opvoedingshervorming in Zimbabweis daaropgerig om konstruktivisme-geïnspireerde strategieë in die klaskamer te inkorporeer – met gemengde resultate. Sommige onderwysers verkies om steeds tradisionele benaderings tot leer in hul klaskamers te volg, al is dit onderwysergesentreerde benaderings waarop daar oor die algemeen neergesien word. In hierdie studie is die persepsies van laerskool studentonderwysers rakende die praktiese toepassing van konstruktivisme in die klaskamer ondersoek. ʼn Kwalitatiewe navorsingsontwerp is gebruik en die studie is gegrond in ʼn konstruktivistiese en interpretivistiese paradigma wat ten doel het om die persepsies vanuit studentonderwysers se werklike (‘lived’) ervarings, te verstaan. ʼn Steekproef is onder altesaam agt studentonderwysers gedoen deur middel van doelbewuste steekproefneming, gerieflikheidsteekproefneming en gestratifiseerde ewekansige steekproefneming. Data is ingesamel deur middel van ʼn literatuurstudie, leswaarnemings en semi-gestruktureerde individuele onderhoude. Die akkuraatheid van die studie is gehandhaaf deur betroubaarheid en die geloofwaardigheid van die bevindinge te verseker. Algemeen ooreengekome etiekvoorskriftewat by die meeste instellings geld, is nagekom.Data is ontleed met behulp van Tesch se metode van data-ontleding, en sodoende kon die navorser kategorieë en temas identifiseer en in narratiewe formaat daaroor verslag doen. Die navorsingsresultate toon dat studentonderwysers ʼn positiewe persepsie van die praktiese toepassing van konstruktivisme in leer het. Deelnemers het hul oortuiging gedeel dat die praktiese toepassing van konstruktivisme, tot ʼn dieper vlak van leer en beter begrip by leerders lei. Deelnemers het egter ook aangedui dat hulle ʼn gebrek aan ondersteuning van mentoronderwysers, sowel as ʼn tekort aan hulpbronne, ondervind het in hul pogings om konstruktivisme in leer en onderrig te implementeer tydens hul praktiese onderwys. Met inagneming van hierdie bevinding doen die navorser verskeie aanbevelings aan verskillende belanghebbers, met die doel om studentonderwysers te help om meer doeltreffend in konstruktivistiese onderwys te wees. Die navorser hetook aanbevelings vir verdere navorsing gedoen. / Thyeori ya u fhaṱa nḓivho na mihumbulo miswai tou vha thyeori ya u guda ya zwinozwino yo sedzaho kha zwiṱirathedzhi zwo ḓisendekaho nga mugudi kha u guda. Nungo dza u vhuedzedza pfunzo Zimbabwe dzo livhiswa kha u ṱanganyisa zwiṱirathedzhi zwa u fhaṱa zwo ṱuṱuwedzwaho kiḽasini, na mvelelo dzo ṱanganyiswaho. Vhaṅwe vhadededzi vha khou bvela phanḓa na u takalela u shumisa maitele a kale a u guda kiḽasirumuni, naho izwi zwi tshi ḓisendeka nga mudededzi na u dzhielwa fhasi. Ṱhoḓisiso yo sedzulusa kuvhonele kwa vhadededzi vha matshudeni vha tshikolo tsha phuraimari musi zwi tshi ḓa kha u shumisa nyito ya thyeori ya u fhaṱa nḓivho na mihumbulo miswa kiḽasirumuniHo shumiswa kuitele kwa ṱhoḓisiso ya khwaḽithathivi, ngudo yo ḓitika nga tshiedziswa tsha u fhaṱa nḓivho na muhumbulo miswa na u ṱalutshedzayo livhiswaho kha u pfesesa kuvhonele kubvaho kha tshenzhemo ine ya khou itea zwenezwo nga vhadededzi vha matshudeni.Kha vhadededzi vha matshudeni vhoṱhe vha malo, vhe vha itwa tsumbonanguludzwa kha ngudonga nḓila ya zwine zwa khou sedzwa khazwo, u swikelelea na tshigwada tshiṱuku tsho nangwaho. Data yo kuvhanganywa nga kha u sedza hafhu maṅwalwa, u sedza ngudo na inthaviwu dza u vhudzisa muthunga muthu dzo dzudzanywaho. Ndeme na u itwa nga vhuronwane ha ngudo zwo itwa nga u vhona zwauri hu na u fulufhedzea na u khwaṱhisedzwa ha mawanwa. Mafhungo a vhuḓifari e a tendelaniwa khao nga u angaredza nga zwiimiswa zwinzhi o tevhedzwa. Data yo saukanywa hu tshi shumiswa kuitele kwa Tesch kwa u saukanya data, hune muṱoḓisisi a topola khethekanyo na thero, na u vhigwa nga nḓila ya u tou ṱalutshedza. Mawanwa a ngudo o sumbedzisa uri vhadededzi vha matshudeni vha na mbonalo yavhuḓi ya nyito i re khagala ya u fhaṱa nḓivho na mihumbulo miswa kha u guda. Vhadzheneleli vho bvisela vhupfiwa havho khagala uri nyito dzi re khagala dza u fhaṱa nḓivho na mihumbulo miswa zwi livhisa kha vhudzivha ha u guda na u pfesesa huhulwane nga vhagudiswa. Vhadzheneleli naho zwo ralo vho bula zwauri kha nungo dzavho dza u shumisa thyeori ya u fhaṱa nḓivho na mihumbulo miswa kha u guda na u funza nga tshifhinga tshavho tsha ngudo dza nyito vho tshenzhela u shaya thikhedzo u bva kha vhadededzi vhane vha khou guda khavho na ṱhahelelo ya zwiko. Musi hu tshi khou dzhielwa nṱha mawanwa aya, muṱoḓisisi o ita themendelo dzo vhalaho kha vhadzhiamikovhe vho fhambanaho hu na nḓivho ya u thusa vhadededzi vha vhagudiswa uri vha vhe vhadededzi vha re na vhukoni kha u fhaṱa nḓivho na mihumbulo miswa. Muṱoḓisisi o dovha a themendela ṱhoḓisiso i yaho phanḓa. / Psychology of Education / Ph. D. (Psychology of Education)

Text in English, abstract in English, Shona and Xhosa / The purpose of this study was to explore the practice of quality control in the onscreen marking (OSM) environment of Biology (5008) examinations between 2013 and 2017. Examination marking is gradually being migrating from paper-based marking (PBM) to OSM in a bid to improve the efficiency and quality of marking. The Zimbabwe School Examinations Council (ZIMSEC) introduced OSM for some O Level subjects in June 2012, in a context characterised by a persistent economic crisis, patchy internet coverage, erratic power supplies and low digital literacy, among other challenges. The Council encountered some difficulties related to quality control, which triggered this qualitative instrumental single case study that was informed by the ontology, epistemology, methods and axiology of the constructivist philosophy. Data were collected through face-to-face and focus group interviews on the WhatsApp platform with 4 subject managers, 11 senior markers and 18 normal markers, and through document review. The findings of the study suggest that the quality of marking was influenced by the context in which the examinations were marked. The socio-political climate that prevailed in Zimbabwe impacted on the technological infrastructure for the OSM and the digital literacy of the examination personnel. The capacity of the examiners to work in the OSM environment was influenced by knowledge and skills transfer from training and standardisation to the live marking. The quality of marking was monitored by the seeds approach to script moderation, automatically generated reports and audit trails, and escalation of problem scripts. It was also influenced by the structure of the question papers, cognitive demands of the questions and mark schemes on the examiners, spaces provided for candidates’ responses and mark scheme features such as language and marks to marking points ratio. The assessment framework provided by the syllabus guided the design and marking of Biology examinations. From these findings, a framework that could guide the practice of quality control in the OSM environment was formulated. OSM technology could enhance the quality of marking Biology examinations, thereby eliminating challenges associated with PBM. Some of the opportunities were, however, reduced by the challenges encountered during the OSM of the examinations. It is recommended that ZIMSEC put in place policies and procedures that could guide specific quality control activities in the OSM environment and establish computer centres in the provincial capital towns. The Council could also consider benchmarking examiner recruitment, training and standardisation procedures with international examination authorities. / Tsvakurudzo ino yanga yakananga kuvandudza nharaunda yemakwenyero ebvunzo kubudikidza nemichina pachidzidzo cheBhayaroji, 5008 pakati pemakore a2013-2017. Vandudzo iyi iri kuuya zvishoma nezvishoma kubva pakukwenya pamapepa zvichienda mukukwenya nemichina (on screen marking :OSM ) nechinangwa chekuda kukwenenzvera mhando yebasa rezvekukwenya . Bazi rebvunzo reZimbabwe School Examinations Council (ZIMSEC) rakavarura kukwenya kubudikidza nemichina (OSM) kubvunzo dzedanho reOdhinari revhuru muna Chikumi 2012 , mumamiriro anozivikanwa ematambudziko ezveupfumi, masaisai eindaneti asingavimbiki anouya zvigamba zvigamba , magetsi asingawanikwe nguva dzose, nezivo yezvemichina muvakwenyi isina kupararira pakati pezvimwe zvimhingamupini. Kanzuru yezvebvunzo yakasangana nemamwe matambudziko ane chokuita nounaku hwezvemakwenyerwe ebvunzo hwakakonzera kuti paitwe tsvakurudzo ino yezveudzamu (qualitative) muchinzvimbo chiduku chakasarudzwa (case study) yaitungamirirwa nemaziviro evacho vanoona nezvekukwenya bvunzo (interpretivist epistemology) nemaziviro okuti chokwadi chinosiyana nekusiyana kwenharaunda nokuti chigadzirwa chevarimukati mekukwenya (constructivist ontology), nekuumba mufungo kubudikidza neumboo huchabuda mutsvakurudzo (inductive theory) nenzira nezvinokosheswa nenharaunda mukuumba ruzivo (constructivist philosophy). Umboo hwetsvakurudzo hwakawanikwa kubudikidza nebvunzurudzo ine udzamu padungamunhu nemumapoka nekupindurana padare reWatsiApu nevanotungamira zvidzidzo (Subject managers ) vana , zvidza mune zvokukwenywa bvunzo gumi neumwe, nevamwewo vakwenyi gumi nevasere uye kuongorora magwaro. Mamiriro ezvemagariro nematongerwo enyika mu / Ihloso yaleli rhubhululo bekukuphenya indlela ikhwalithi elawulwa ngayo ngehlelo lokutshwaya ngekhomphyutha kwe enhlahlubo zeBhayiloji (5008) phakathi komnyaka ka-2013 no-2017. Ukutshwaywa kwe enhlahlubo kancanikancani kuyasuka ehlelweni lokutshwaya iphepha ngesandla (PBM) kuya ehlelweni lokutshwaya ngekhomphyutha (OSM) ngomzamo wokuthuthukisa umsebenzi omuhle kanye nokuletha iqophelo eliphezulu lokutshwaya. Hlangana nezinye iintjhijilo, UMkhandlu wezokuTshwaywa kwe eNhlahlubo eZimbabwe (Zimbabwe School Examinations Council) (ZIMSEC) sewungenise ihlelo le-OSM kwezinye iimfundo zesigaba sika-O Level ngenyangaka Mgwengweni 2012, ngaphasi kobujamo obumbibe zomnotho, kobujamo obumaratha be-inthanedi, obuqokeme kobokuphakelwa ngegezi kanye na ngaphasi kwezinga eliphasi lefundo ye dijithali. UMkhandlu uhlangabezene nobunye ubudisi obumalunga nanokulawulwa kwekhwalithi, okubujamo obukhwezelele isizathu sokobana kube nerhubhululo linye elisebenzako elisebenzisa indlela yerhubhululo yekulumo, kanti lokhu kwabangelwayi-ontholoji, i-ephistemoloji, iindlela zerthubhululo kanye ne-akziyoloji yefilosofi i-constructivist philosophy. Idatha ibuthelelwe ngendlela yehlolombono yokubuza umuntu ngamunye ubuso nobuso kanye nokubuza iinqhema zabantu ezinqotjhiwe kokukundla yezokucocisana, i-WhatsApp platform kanye nabaphathi beemfundo aba-4 subject managers, abatshwayi abakhulu abali-11, kanye nabatshwayi abajayelekileko abali-18, kanti lokhu kwenziwa ngokubuyekeza umtlolo. Ilwazi elifumane keerhubhululweni liphakamisa kobana izinga lekhwalithi lokutshwaya laba nomthintela wobujamo/wendawo lapho iinhlahlubo zatshwaywa khona. Ubujamo bezehlalakuhle yabantu kezepolotik iebebusezweni leZimbabwe laba nomthelela phezu komthanga lasisekelo wethekinoloji, kanti kwathinta abasebenzi behlelo le-OSM kanye nezinga lefundo yedijithali. Amandla wekghono labatshwayi lokusebenza ebhodulukweni le-OSM lalilawulwa kudluliselwa kwelwazi kanye namakghonofundwa ukusukela ekubandulweni kanye nokwenza izinto ngendlela efanako ehlelweni elibonakala ngamehlo lokutshwaya. Izinga lokutshwaya lalitjhejwe yindlela yokulinganiswa kwamaphepha atshwayiwako, ihlelo le-seeds approach to script moderation, kanti ihlelwe lingokwalo lihlanganisa imibiko begodu lilandelela ukuhlolwa, kanti goduli yakwazi nokuveza amaphepha ane miraro. Leli hlelo begodula lilawulwa sisakhiwo sephepha lemibuzo, lilwazi elifunekako ephepheni lemibuzo kanye namaskimu wamaksi phezu kwabatshwayi bamaphepha, iinkhala ezenzelwako bana abafundi baphendulele kizo kanye namaskimu wokutshwaya okunje ngelimi kanye namamaksi asesilinganiswe nisamamaksi, phecelezi-marking points ratio. Isakhiwo sokuhlola sinikelwa yisilabhasi, okungiyo eyikombandlela yedizayini kanye nokutshwaywa kwe enhlahlubo zeBhayiloji. Ngalelilwazi elitholakeleko, kukghonakele ukuthi kutlanywe isakhiwo ebesingabayi kombandlela yendlela engalandelwa ukulawula ikhwalithi ebhodulukweni ye-OSM. Ithekinoloji ye-OSM beyinga siza izinga lokumakha iinhlahlubo zeBhayiloji, ngalokho lokhu bekungaphungula iintjhijilo ezihlobene nehlelo le-PBM. Nanyana kunjalo, amanye amathuba, aphungulwazi intjhijilo ekuhlangabezenwe nazo nakutshwaywa iinhlahlubo zehlelo le-OSM. Kuye kwa tjhukunyiswa ukobana i-ZIMSEC izene mithethomgomo kanye ne enkambiso ezingabayikombandlela elayela imisebenzi ethile koyokulawulwa kwekhwalithi ebhodulukweni le-OSM kanye nokuhloma iinkhungo zekhomphyutha kumadorobhahloko we emfunda. UMkhandlu begodu ungatjheja yokubeka izinga lokuqatjhwa kwabatshwayi, lokubandulwa kanye nehlelolokwenza izinto ngendlela efanako neyamaziko we entjhabatjhaba alawula iinhlahlubo. / Science and Technology Education / D. Phil. (Education)

Abstracts in English, Zulu and Setswana / This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course. The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy. / Lolu cwaningo beluphenya ithuba lokusetshenziswa kwangempela kwe-WhatsApp Messenger njengethuluzi lokuqinisa isithombe sesisebenzi kanye nohlelo lokufundisa olwencike phezu kophenyo lothisha besifundo seKhemistri (chemistry) enyuvesi, ngohlelo lokuthuthukisa abasebenzi. Uhlelo lwepharadayimu echazayo ye-ephistemoloji lwasetshenziswa ukuhlahla indlela yesifundo, okuyindlela enqume ukulandela indlela yemvelo, ephenyayo. Umethodoloji wocwaningo olwencike kuKhwalithi (Qualitative) lusetshenzisiwe ukwenza ucwaningo, ndawonye nothisha basemanyuvesi ayisishiyagalolunye abakhethwe ngenhloso kumanyuvesi amathathu (abathathu kwinyuvesi eyodwa). Idatha yaqoqwa ngokusebenzisa izinhlolovo ezimbaxambili (semi-structured interviews), ngokubheka izenzo zomdlalindima (participant observation) kanye nezingxoxo zeqembu eliqondiwe (focus group discussions), kanti ukuhlaziywa kwedatha kwenziwa kwaqedwa ngokusebenzisa uhlelo lokuhlaziya oluwuthungelelwano lwendikimba (thematic network analysis). Kubonakele ukulandelwa komgomo wokuziphatha ngokungadaluli ulwazi lomuntu ongumdlalindima noma ulwazi olumayelana namanyuvesi ababewameleyo. Ucwaningo beluholwa yizinhlaka ezine zethiyori: i-connectivism theory, i-transformative learning theory, i-expectancy-value theory kanye nama-dual systems theory. Umbuzo wokuqala wezocwaningo ohola ucwaningo bewuthi: Ngabe isithombe sobizo lobuthishela wekhemistri enyuvesi sithuthukiswa kanjani ngesikhathi befunda uhlelo lwemfundo eyencike ekuphenyeni (inquiry-based pedagogy (IBP) ngokusebenzisa i-WhatsApp Messenger? Indlela embaxambili iye yasetshenziswa: 1) ukuqhathanisa isithombe sobizo lobuthishela ngaphambi nangemuva kwesifundo,, kanye no-2) baqhathanisa isithombe sobizo lobuthishela sothisha ngaphambi nangemuva kwesifundo, kanye no 2) babheke futhi bachaza uhlelo lwezimpawu zokwakha isithombe sobizo lobuthishela njengoba othisha baye badlala indima kulesi sifundo. Imiphumela evela kwizinhlolovo ezenziwe ngaphambi kokuba othisha bahambele isifundo se-WhatsApp Messenger-based IBP, ikhombise ukuthi iningi lothisha libe nesithombe sobizo esibi. Baye bafundela ubuthishela ngezizathu ezahlukahlukile, kodwa abakaze bazibona bangothisha futhi baye bacabanga ukuyeka inyuvesi uma ngabe kuvela amathuba kwimboni. Abakaze babe neziqu zokufundisa, kanti abazange bakholwe ukuthi ulwazi olunjalo kwakunesidingo sokuba nalo, kanti iningi lothisha lwalandela indlela izindlela ezencike kuthisha. Imiphumela evela ekubukeni izenzo zothisha ngesikhathi sesifundo se-IBP ikhombise ukuthi isifundo kancane kancane sinikeze othisha izimfundiso ezithile, kanti futhi nezinye izindlela zokufundisa. Uhlelo lwe-WhatsApp Messenger lunikeze inkundla ye- inthanethi engenamngcele lapho othisha bebahlangana futhi baphakelane ngemibono nhlangothi zombili ngaphandle kwesidingo sokuhlangana endaweni ephathekayo. Ngemuva kwesifundo se-IBP abadlalindima baye babika ukuthi babone izithombe zobizo lwabo zizinhle kakhulu. Manje sebeyakwazi ukubaluleka kwendlela yephedagogi ekufundiseni, bazibona behambisane kahle kakhulu nobizo lobuthishela. Kanti abanye baze bacabanga ukuthola ezinye iziqu ezisemthethweni zobizo lobuthisha. / Thuto e, e dirile dipatlisiso tsa kgonagalo tsa go dirisa WhattsApp Messenger jaaka sediriso sa go tlotlomatsa tlhaolo ya borutegi le potsiso theo ya thuto ya sekolo ya barutabana ba Yunibesithi ba thuto ya khemise, ka tlhabololo ya borutegi. Go dirisitswe pharataeme ya phetolo ya episitemoloji go kaela thuto e e tsaletseng botlhagiso jwa tlhago le tlhotlhomiso. Thutatsela ya patlisiso e e boleng e ne ya dirisiwa go tsamaisa thuto, le barutabana ba ba robongwe ba diyunibesithi tse di neng di na le maikemisetso a bosupi go tswa mo diyunibesithi tse tharo (ba bararo go tswa mo go nngwe le nngwe ya tsona). Didatha di ne di kgobokantswe ka seka-popego sa dipuisano, kelotlhokomelo ya batsayakarolo le tsepamiso ya setlhopha sa dipuisano, fa tshekatsheko ya datha e feditswe ka go dirisa tshekatsheko ya kgokagano ya thitokgang. Kelotlhoko ya maitshwaro e ne e na le tlhokomelo ka go se senole tshedimosetso ya batsayakarolo kgotsa tshedimosetso ka diyunibesthi tse e leng baemedi ba tsona. Thuto e ne e kaelwa ke metheo e mene ya tiori: tiori ya kopano, tiori ya phetogo ya thuto, tiori ya boleng jo bo solofetsweng le tiori ya thulaganyo. Potso e kgolo ya patlisiso e e kaelang thuto e ne e le: tlhaolo ya borutegi e gola jaang mo barutabaneng ba yunibesithi ba thuto ya Khemise fa ba ithuta thuto ka theo-potsiso ya petakoji (IBP) ka WhatsApp Messenger? Go thapilwe tlhagiso e e tlhagelelang gabedi 1) go farologanya tlhaolo ya barutabana pele le morago ga khoso le 2) go ela tlhoko le go tlhalosa tshedimosetso ya tlhaolo ya borutegi jaaka barutabana ba batsayakarolo mo khosong. Dipholo tsa tsamaiso ya potsotherisano e e neng e le teng pele ga go tsena khoso ya WhatsApp Messenger-based IBP, di bontsha gore ba bantsi ba na le tlhaolo ya borutegi jo bo sa siamang. Ba ne ba nna barutabana ka mabaka a a rileng a a sa tshwaneng fela ba sa ipone sentle jaaka barutabana, ka megopolo ya go tlogela Yunibesithi fa ditšhono tsa intasetari di tlhagelela. Ba ne ba sena boatlhodi jwa semmuso ba petakoji, mme ba ne ba sa dumele gore kitso e jaana e a tlhokagala, ka bone bontsi bo ne bo tsaletswe ditlhagiso tsa go tsepama mo borutabaneng. Dipholo tsa kelotlhoko ya batsayakarolo mo nakong ya khoso ya IBP di bontsha gore khoso e e neetse barutabana ditlwaelo tse di rileng tse di sa tsamaisaneng fela le IBP gape le ditlhagiso tse dingwe tsa borutabana. WhatsApp Messenger e kgona go abelana mo polatefomong e e bonolo ya inthanete mo barutabaneng ba ba tlhaeletsanang le go abelana dikakanyo kwa ntle ga tlhokego ya go kopana mo lefelong ka sebele. Morago ga khoso ya IBP batsayakarolo ba begile gore ba leba ditlhaolo tsa bone tsa borutegi ka letshwao la koketso. Jaanong ba lemogile botlhokwa jwa petakoji mo go ruteng, se se tlhagisiwa ka letshwao la koketso mo boruteging jwa go ruta, ba bangwe ba ntse ba akanya go nna le boatlhodi jwa semmuso ka mo petakoji. / Curriculum and Instructional Studies / D. Phil. (Curriculum Studies)