Relevant bibliographies by topics / Education, Secondary – Zimbabwe / Dissertations / Theses
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Dissertations / Theses on the topic 'Education, Secondary – Zimbabwe'

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Published: 4 June 2021
Last updated: 10 February 2022

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1

Riddell, Abby Rubin. "School effectiveness in secondary education in Zimbabwe : a multilevel analysis." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10018436/.

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Survey data was collected in 1985 covering information on 3,1100 Form IV students in Zimbabwe, their teachers, their classes and the 32 schools from which they were drawn - spread across six different school types. This data is analysed using a multilevel regression programme to evaluate the effectiveness of different schools in terms of '0' level results in English Language, English Literature and Mathematics. In Chapter One, the historical background to education in Zimbabwe is presented, together with an overview of the main policy changes since Independence. The study itself is situated in
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2

Masuku, Elisa. "The management of the culture of teaching and learning in selected secondary schools in Bulawayo." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52548.

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Thesis (MEd)--Stellenbosch University, 2001.<br>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 t
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3

Nherera, Charles Muchemwa. "Vocationalisation of secondary education in Zimbabwe : a theoretical and empirical investigation." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10006586/.

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This study investigates recent attempts to vocationalise secondary education in Zimbabwe in relation to the issues surrounding the provision of school-based vocational education in developing countries. Focusing on the Zimbabwe National Craft Certificate (ZNCC) and the National Foundation Certificate (NFC) pilot schemes, it examines the apparent conflict between policies advocating vocationalisation of secondary education and the views emerging from international literature questioning the efficacy of such policies. It is contended in the study that empirical evidence confirming the 'fallacy'
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4

Shava, Nosizo. "Enabling and constraining factors in Zimbabwe's 3-3-3 teacher education curriculum model : the case of a secondary teacher education college." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5686.

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This study offers an explanation of enabling and / or constraining factors in Zimbabwe‘s 3-3-3 secondary teacher education model for Post ‗O‘ Level Science. It is a theory driven study that derives its theoretical foundation from Roy Bhaskar‘s critical realism and Margaret Archer‘s morphogenetic approach to reality. The study therefore offers explanations about structural, cultural and agential influences that facilitate and / or hinder the 3-year program for Post ‗O‘ Level Science. This was a qualitative case study of one secondary teacher education college in Zimbabwe. Qualitative data were
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Mudyahoto, Tapiwa. "The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2116.

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The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emergin
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6

Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.

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As personal computers (PCs) and related ICTs become more and more omnipresent than ever before in institutions of education, teachers are faced with the challenge of having to teach in ICT rich environments. Some syllabuses increase this pressure by stipulating where ICT may be applied. While past research efforts have focused on presence of and/or effectiveness of ICTs on achieving various didactic goals, there is limited literature on the extent to which actual practice occurred naturally. It was the aim of this study to determine the extent to which Physics teachers and students used ICT in
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7

Muhamba, Shepherd. "The development of Religious Education in Secondary Schools in Zimbabwe in response to Pluralism." Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32842.

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This study has explored and described how Religious Education (RE) in Secondary Schools in Zimbabwe has developed in response to pluralism. It has been inspired by my teaching experience in different secondary schools in the country. There has been a growing need in Zimbabwe to expand the horizon for RE as the nation is becoming more sensitive to religious diversity among the learners. The government through its Ministry of Primary and Secondary Education has been implementing changes in RE secondary schools with the hope of making it open to pluralism. This study shows that despite the govern
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8

Shumba, Jenn. "Secondary school children's experiences of bereavement: implications for school counselling in Harare Metropolitan Province." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/d1007237.

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Death and bereavement are prevalent in Zimbabwe due to HIV/AIDS and other illnesses. It is estimated that a large population of school going learners have lost one or both parents and have become orphans. The aim of the study was two-fold: to understand the bereavement experiences of orphaned learners and to examine how such experiences can inform school counselling services. A multiple case study involving 13 school children and four school counsellors from two secondary schools in Harare Metropolitan Region was conducted. Each of the 17 participants was viewed as a bounded case due to his or
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9

Shoko, Nothabo. "The influence of peer harassment on the wellbeing of form three learners in Zimbabwean rural day secondary schools." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20330.

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The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed b
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10

Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.

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This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate envi
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11

Ansell, Nicola. "South African secondary schools : places of empowerment for rural girls? Cases from Lesotho and Zimbabwe." Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287968.

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12

Zendah, Ketiwe. "Examining teachers' role in the promotion of child-friendly environments in Zimbabwean secondary schools : implications for teacher professional development." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4937.

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Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role
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Brand, Judith S. "A comparative study of physical education in secondary schools in Zimbabwe and England and Wales since 1980." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323546.

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14

Chitiyo, Rodwell. "Integration of Instructional Technology by University Lecturers in Secondary School Teacher Education Programs in Zimbabwe: An Exploratory Study." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07052006-112212/.

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Thesis (Ph. D.)--Georgia State University, 2006.<br>Title from title screen. Steve W. Harmon, committee chair; Susan Talburt, Laurie B. Dias, Wanjira Kinuthia, committee members. Electronic text (224 p.) : digital, PDF file. Description based on contents viewed June 18, 2007. Includes bibliographical references (p. 204-214).
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15

Nyikahadzoyi, Maroni Runesu. "Prospective Zimbabwean "A" level mathematics teacher's knowledge of the concept of a function." Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/1833.

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Philosophiae Doctor - PhD<br>The purpose of the study was to investigate prospective 'A' level mathematics teachers’ knowledge of the concept of a function. The study was a case study of six prospective Zimbabwean teachers who were majoring in mathematics with the intention of completing a programme leading to certification as secondary mathematics teachers. At the time of the study the six prospective teachers were in their final year of study. Prospective teachers' knowledge of the concept of a function was assessed through task-based interviews and reflective interviews. These interviews, w
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Mudavanhu, Young. "The contribution of theory and practice to the professional development of students learning to become secondary teachers in Zimbabwe." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15888.

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This research investigated the perceptions of student-teachers and lecturers regarding Initial Teacher Education (ITE) for secondary teachers in Zimbabwe. The ways in which factors in and between the university and school settings for ITE shaped learning to teach were investigated. Student-teachers’ and lecturers’ perceptions of the development of ideas as student-teachers moved through the different stages of training were also investigated. The study employed a qualitative case study methodology and methods - interviews, biographical questionnaires and document analysis. Data analysis began
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17

Jeyacheya, Fungai. "Teachers' attitudes to, and the challenges of, establishing an effective and fully-fledged community of practice : the experiences of six secondary schools in the east of Zimbabwe." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27843/.

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Before independence, in 1980, the education system of Zimbabwe was organised along racial lines. This organisation of education along racial lines disadvantaged Black Africans in the context of both access to and quality of education experience. The transition of the Black Africans from primary to secondary school appeared to be capped for both academic and non-academic vocational secondary school programmes. Upon attaining independence, the government of Zimbabwe embarked on educational reforms and rapid expansion of the education system. These reforms aimed at establishing equitable provisio
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18

Zindi, Fred. "Assessment procedures in Zimbabwe's secondary schools." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10020170/.

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After consideration of a variety of psychometric theories by psychologists in developed countries, assessment techniques being employed in Zimbabwe's secondary schools were investigated. The views of teachers and heads of departments on present assessment practice were appealed to as possible bases for the development of an alternative. Assessment system more appl1cable to Zimbabwe. The sample, drawn from five. Education·provinces·of Zimbabwe - Mashonaland, Manicaland, Matabeleland, Midlands and Masvingo - consisted of 100 school heads and heads of departments and 334 teachers from Group A, Gr
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19

Mutigwa, Archford. "The funding of secondary education : towards sustainable development in Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25208.

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The challenge in most developing countries is lack of funding in education. This leaves no option for most learners except to drop out of school. Even when safety nets are provided for by governments, this does not fully address the issues of access, equity and retention in secondary education. Education for All, as pronounced in the Dakar Declaration (2000) calls on governments to address access, retention and equity in basic education, overlooking the provision of secondary education. Many policies were adopted by governments in post-colonial rule in Africa and Asia to address the colonial d
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20

Ncube, Ndabazinhle J. "Managing the quality of education in Zimbabwe: the internal efficiency of rural day secondary schools." Thesis, 2004. http://hdl.handle.net/10500/619.

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The study analysed how the management of the quality of education of Rural Day Secondary Schools has been affected by the internal efficiency of the school system. Both quantitative and qualitative techniques were used in the study. The study measured the internal efficiency of selected Rural Day Secondary Schools, and analysed the views of school managers and school heads on the quality of education of Rural Day Secondary Schools, and strategies that can be used to improve the quality of education thereof.The study found out that the internal efficiency of Rural Day Secondary Schools was low.
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21

Ncube, Alfred Champion. "Contextualising secondary school management: towards school effectiveness in Zimbabwe." Thesis, 2002. http://hdl.handle.net/10500/1049.

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This study had two major purposes: (a) to investigate and compare the perceptions of District Education Officers, principals and teachers about the management of secondary school effectiveness in Zimbabwe and (b) to probe contextualised secondary school management initiatives that could trigger school effectiveness in Zimbabwe. The study is divided into six interlinked chapters. In the first chapter, the problem of intractability in the management of school effectiveness in Zimbabwe's secondary schools is focused upon. The second chapter attempts to highlight the resource, social, econ
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22

Ndlovu, Lovemore. "Religious education in Zimbabwe secondary schools : the quest for a multi-faith approach." Diss., 2004. http://hdl.handle.net/10500/1447.

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This study explores the problem of a bibliocentric Religious Education curriculum in Zimbabwe amid the quest for a multi-faith curriculum. It traces the history of Religious Education, how it was started and crafted by the so-called missionary propagandists in order to suit their dogmatic interests. Two main aspects of the christianization of the Religious Education curriculum are highlighted, namely cultural alienation and indoctrination. Two post-independence teaching approaches, the life experience approach and the multi-faith approach are discussed in a comprehensive manner as possib
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23

Mabhoyi, Lloyd Chaurika. "Narratives of at-risk students in secondary schools in Zimbabwe." Thesis, 2017. http://hdl.handle.net/10500/23114.

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This study investigates the experiences of at-risk secondary school students in the Chitungwiza District, Zimbabwe. At-riskiness is defined as a condition in which students are likely to produce poor academic achievement, irregular school attendance, grade retention or dropout due to various individual and social factors. At-riskiness has increased in Zimbabwe’s school population since the adoption and subsequent failure of the Economic Structural Adjustment Programme (ESAP) which has contributed to poverty and concomitant poor social conditions. A literature study explored at-riskiness in the
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24

Chimhenga, Sylod. "Behaviour problems of adolescents in secondary schools of Bulawayo: causes, manifestations and educational support." Diss., 2002. http://hdl.handle.net/10500/1031.

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Behaviour problems are a problem in many secondary schools in Zimbabwe. This study attempts to investigate the causes and manifestations of behaviour problems of adolescent learners and to develop guidelines for teachers on how to assist learners with behaviour problems in the classroom. This is a qualitative study using focus group and semi-structured interviews. The main findings contributing to the causes of behaviour problems among adolescent learners are environmental factors, such as the family and the school and peer pressure. Behaviour problems are manifested by adolescents as di
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25

Garudzo-Kusereka, Louis. "Factors influencing the motivation of Zimbabwean secondary school teachers: an education management perspective." Diss., 2003. http://hdl.handle.net/10500/1071.

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The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was int
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Madungwe, Louise Stanley. "Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25011.

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The study examined the opportunities to learn Mathematics that are accorded to secondary school students with visual impairment in Zimbabwe. The study focused on form one and form two students who are completely without sight, but are learning in inclusive settings, together with their Mathematics teachers. The study examined how teachers interacted with the subject matter, how the teachers interacted with the visually impaired students and how these students interacted with partially sighted students in the teaching and learning process. The study adopted the case study approach under the qua
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Masiyazi-Ngorima, Frederick Mateu Chinemwi. "Cultural factors and academic achievement of secondary school female learners." Diss., 2001. http://hdl.handle.net/10500/976.

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The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum.
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Dambudzo, Ignatius Isaac. "The relationship between learner self-concept and achievement in secondary schools in Zimbabwe." Thesis, 2005. http://hdl.handle.net/10500/2393.

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Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of ques
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Mukeredzi, Tabitha Grace. "Exploring professional development experiences of the professionally unqualified practicing teachers in rural secondary schools." Thesis, 2009. http://hdl.handle.net/10413/3150.

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Attempts to address global pressure to achieve Education For All (EFA) have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and the large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally accepted, to address particularly rural school postings and EFA commitments, there remain outstanding questions regarding how such teachers grow an
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Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe : multiple case studies /." 2007. http://eprints.ru.ac.za/1287/.

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31

Mavhunga, Francis Zvidzai. "Relevance of science education in Zimbabwe from the perspective of secondary school children - the voice of the learner about science and technology in a developing country." Thesis, 2011. http://hdl.handle.net/11394/3709.

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Philosophiae Doctor - PhD<br>In all countries, regardless of culture and level of development, science and technology(S&T) are seen as key areas for further material development and welfare. A certain proportion of the population needs to develop S&T-related skills and competences at a high level. But also for the majority, who will not enter such careers, S&T are key subjects to master the challenges in everyday life and for full participation in democracy. In our efforts to make S&T attractive as careers and as a key subject for mastering challenges in everyday life, we need to know more abo
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Gundani, Chrispen Max. "Study group facilitators' perceived role of appropriate technology in distance education for out-of-school secondary level learners in Zimbabwe." Thesis, 1995. http://spectrum.library.concordia.ca/4344/1/MM05082.pdf.

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Magwa, Simuforosa. "Child sexual abuse by teachers in secondary schools in the Masvingo District, Zimbabwe : perceptions of selected stakeholders." Thesis, 2015. http://hdl.handle.net/10500/20086.

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Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to coll
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Simuforosa, Magwa. "Child sexual abuse by teachers in secondary schools in the Masvingo District, Zimbabwe : perceptions of selected stakeholders." Thesis, 2015. http://hdl.handle.net/10500/20086.

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Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to coll
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Mudzingwa, Kudzayiishe. "Perceptions of stakeholders on management development programmes for beginning secondary school heads in Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25462.

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Text in English, abstract in English, Zulu and Sepedi<br>The education system in Zimbabwe has experienced a wide range of educational reforms and technological changes since the last half of the 20th century. These changes have resulted in a significant expansion of the duties and responsibilities that school heads are expected to perform in schools. Despite these changes, there has not been a comprehensive training programme meant to prepare newly promoted secondary school heads for the daunting task of school leadership in Zimbabwe. The study sought to examine the perceptions of stakeholders
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Musandipa, Rosemary. "Educational leadership a case study of perceptions of secondary school principals, teachers, and students of the leadership role in HIV/AIDS education programs in Zimbabwe /." 2006. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1265/index.html.

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37

Ndoziya, Chimwechiyi. "The instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools." Thesis, 2014. http://hdl.handle.net/10500/19992.

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The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with s
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Simbarashe, Mashingaidze Samuel. "Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schools." Thesis, 2017. http://hdl.handle.net/10500/25021.

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The study explores Mathematics educators’ use of students’ out-of-school experiences in the teaching of Transformation Geometry. This thesis focuses on an analysis of the extent to which students’ out-of-school experiences are reflected in the actual teaching, textbook tasks and national examination items set and other resources used. Teachers’ teaching practices are expected to support students’ learning of concepts in mathematics. Freudenthal (1991) argues that students develop their mathematical understanding by working from contexts that make sense to them, contexts that are grounded in re
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Chakandinakira, Joseph. "The role of school-based teacher incentives to improve student achievement : experiences from selected secondary schools in Manicaland Province, Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22007.

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This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by suc
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Chinyoka, Kudzai. "Psychosocial effects of poverty on the academic performance of the girl child in Zimbabwe." Thesis, 2013. http://hdl.handle.net/10500/13066.

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Poverty has and will continue to precipitate enormous suffering for countless children in Zimbabwe. This study examines how the psychosocial effects of poverty affect the academic performance of the girl child. At the same time it identifies various policies and programmes designed to attenuate the negative effects of poverty on children. It is estimated that about seven out of ten families in Zimbabwe live in dire poverty because of political unrest, socioeconomic instability, economic and political sanctions, drought, environmental degradation, and HIV/AIDS. This study is informed by Urie
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Onesmus, Nyaude. "Strategies for combating corruption : a case study of four (4) Zimbabwean public secondary schools." Thesis, 2018. http://hdl.handle.net/10500/25238.

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The aim of the study was to investigate participants’ views on strategies for combating corruption in Zimbabwean public secondary schools with a view to promoting learner academic achievement. The study was undertaken at four (4) selected public secondary schools in Harare Metropolitan Province in Zimbabwe. The study adopted the case study as the principal research design and it was informed by the interpretive paradigm; thus, qualitative research approaches were used. Non-probability and probability sampling techniques were adopted in site and participants’ selection. A representative sample
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Viriri, Eunitah. "The promotion of unhu in Zimbabwean secondary schools through the teaching of Shona literature : Masvingo urban district, a case study." Thesis, 2017. http://hdl.handle.net/10500/23737.

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This study examines the extent to which the teaching of Shona novels can be used to promote unhu (humanness) in Zimbabwean secondary schools where there has been a call for the teaching of cultural values. The school syllabi for Shona make this position abundantly clear. For that reason, anchoring the discussion on the role of literature in Africa as expounded by African scholars such as Ngugi wa Thiong’o (1981), p’Bitek (1986) and Achebe (1989) among others, the study observes that literature plays an important role in moulding character through advancing unhu. For instance, as Achebe
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Chireshe, Regis. "An assessement of the effectiveness of school guidance and counselling services in Zimbabwean secondary schools." Thesis, 2006. http://hdl.handle.net/10500/1645.

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The present study attempted to assess the effectiveness of the Zimbabwean secondary school guidance and counselling services from school counsellors' and students' perspective. Available literature shows that students worldwide, including Zimbabwe, experience problems which schools should solve through the provision of guidance and counselling. It was therefore, important to the researcher to assess the effectiveness of the school guidance and counselling services in meeting students' concerns. The research design consisted of a literature and an empirical study. The survey method was used
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Munikwa, Simbarashe. "An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice." Thesis, 2016. http://hdl.handle.net/10500/22155.

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The purpose of this study was to explore the Zimbabwean physics teachers’ interpretation of the Advanced Level Physics curriculum. The study was motivated by the teachers’ lacklustre approach to adopting new practices and the poor alignment of their understanding with the practice envisaged by developers (Fullan, 2007:39; Ndawi&Maravanyika, 2011:68). Zimbabwean Advanced Level physics teachers are in this predicament, as evidenced by the low numbers of undergraduate students and the misconceptions displayed by physics learners enrolling for first year university work in physics-related discipli
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Phuthi, Kesiwe. "Investigating the psycho-social needs of orphaned adolescent learners in the context of HIV and AIDS : a case study of a high school in Bulawayo, Zimbabwe." Diss., 2014. http://hdl.handle.net/10500/14331.

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Orphans from child care institutions and from extended families attend the same schools as non-orphans. They are often given the same psycho-social support yet it is clear that they have different psycho-social needs. Their backgrounds are usually different from those of other adolescent learners because, often, they would have observed or nursed sick parents who eventually died from AIDS-related illnesses. This qualitative study aimed at investigating the psycho-social needs of orphaned adolescent learners in child care institutions and those in extended families in the context of HIV and AID
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46

Ganyata, Obert. "Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools." Diss., 2015. http://hdl.handle.net/10500/21776.

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This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed induc
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47

Chimwayange, Christopher Crispen. "Factors affecting fourth form girls' participation and achievement in design and technology subjects in selected secondary schools of Zimbwabwe : a case study exploration : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2005. http://hdl.handle.net/10179/1551.

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Paging jumps from viii to xi.<br>National calls for equality of opportunity have not been matched by reciprocal responses by girls to participate and achieve in design and technology subjects in Zimbabwean secondary and high schools. Current levels of girls' participation and achievement are of national concern. The study found that fourth form girls' low design and technology subjects enrolment and limited success have ensured a near all-male environment resulting in personal career progression limitations for girls and a gender segregated national socioeconomic society. It is acknowledged th
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48

Gora, Ruth Babra. "Perception and attitude towards the study of African languages in Zimbabwean high schools : implications for human resources development and management." Thesis, 2014. http://hdl.handle.net/10500/14412.

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The study sought to explore perception and attitude towards the study of African languages in high schools and the resultant implications on human resources development and management. The research basically explored the diverse perception and attitude that prevail towards African languages in African countries in general and Zimbabwe in particular. The descriptive survey research design was used mainly for its effectiveness in exploratory research. Participants were drawn from selected high schools and universities in Zimbabwe. Questionnaires, interviews, focus group discussions and d
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Crowe, John Harold. "The relationship between selected affective factors and achievement in English of secondary school students in Zimbabwe." Thesis, 2004. http://hdl.handle.net/10500/994.

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Academic achievement in the context of the school necessarily involves a whole range of factors. The education system and schools in particular, have assumed the primacy of cognitive attributions in the learner over that of any other factors in the shaping and honing of individual academic achievement. However, the literature revealed that the learning process within the school environment feeds on a plethora of explanations for academic success or otherwise. Much work by researchers has focused on factors other than the cognitive, in an attempt to explain good or weak academic achievement. Ce
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50

Zezekwa, Nicholas. "The influence of practical work assessment method in developing practical work skills of advanced level physics students in Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22262.

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Practical work plays an important role in the teaching and learning of science. This study was conducted to determine whether the methods and practices employed by physics teachers in Zimbabwe as required by the Zimbabwe School Examination Council (Zimsec) ‘A’ Level Physics Syllabus (9188) on the assessment of practical work skills assist the students in developing other crucial practical skills like manipulation, observational, planning and designing apart from presentation and analysis skills. The convergent parallel mixed methods approach of Creswell (2014) was used to collect, present and
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