Relevant bibliographies by topics / Functions, Study and teaching (Secondary) - Zimbabwe

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  2. Dissertations / Theses
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Academic literature on the topic 'Functions, Study and teaching (Secondary) - Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Functions, Study and teaching (Secondary) - Zimbabwe"

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Promise, Zvavahera, and Chigora Farai. "Quality Improvement and Time to Lift the Ban on Mobile Phones in Secondary Schools." International Journal of Learning and Development 8, no. 3 (2018): 87. http://dx.doi.org/10.5296/ijld.v8i3.13625.

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This study was conducted over three months from March to May 2018, at a time when modern mobile phones possess various functions that are invaluable for learning, teaching and communication purposes. Whilst some countries with a quest to improve quality of education, have embraced the continuously evolving technological capacities of mobile phones for educational purposes, secondary school pupils in Zimbabwe are prohibited from using mobile phones in class as these are viewed to be disruptive rather than useful. This study investigated stakeholders’ perceptions of potential utilisation of cell
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Bhebhe, Gladwin, and Matiya Mugurani. "CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE." Jurnal Ilmiah Peuradeun 4, no. 3 (2016): 295. http://dx.doi.org/10.26811/peuradeun.v4i3.104.

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The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schoo
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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.

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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons
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Risiro, Joshua. "The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (2019): 30–46. http://dx.doi.org/10.46622/jogea.v2i1.2483.

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Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curri
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Wadesango, Newman. "Involvement of Teachers in the Selection of Teaching Material: A Case Study of Five Rural Secondary Schools in Zimbabwe." Studies of Tribes and Tribals 12, no. 1 (2014): 53–59. http://dx.doi.org/10.1080/0972639x.2014.11886686.

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Llanos, Viviana Carolina, and María Rita Otero. "THE RESEARCH AND STUDY PATHS IN THE SECONDARY SCHOOL: THE CASE OF THE POLYNOMIAL FUNCTIONS OF THE SECOND DEGREE." Problems of Education in the 21st Century 52, no. 1 (2013): 60–71. http://dx.doi.org/10.33225/pec/13.52.60.

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This analysis introduces the pedagogy of research and questioning the world within the Math classrooms at secondary schools in Argentina by using Research and Study Paths (RSP). The RSP have been proposed by Chevallard in the Anthropologic Theory of Didactic (ATD) to face the mechanistic model of teaching mathematics in secondary school (Chevallard, 2004). The RSP has been previously conceived as part of this research and could enable to cover the syllabus of the three last years of the secondary level (students aged 14 to 18 years old). The RSP has been carried out in courses intentionally se
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Simba, Amon. "A matter of entrepreneurial decisions: Dairibord Holdings Limited (DHL) in Zimbabwe." Emerald Emerging Markets Case Studies 8, no. 3 (2018): 1–24. http://dx.doi.org/10.1108/eemcs-12-2017-0269.

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Subject area Entrepreneurship. Study level/applicability Postgraduate and undergraduate. Case overview The case study focussed on the dairy sector in the southern African country of Zimbabwe. It offered an analysis of the management and business development approaches DHL employed in the country’s dairy sector. The narrative detailed how DHL’s commercial performance progressively declined overtime. Several factors including operational inefficiencies, intensive competition, political, socio-economic issues and natural disasters were attributable to its decline. To mitigate DHL’s business devel
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Liu, Qian. "Chinese Students’ Awareness of Functions in Their Learning of Spoken English." Theory and Practice in Language Studies 6, no. 3 (2016): 560. http://dx.doi.org/10.17507/tpls.0603.14.

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In the past decade, language functions have attracted increasing attention of Chinese secondary school English teachers. However, students seem not to have explicit knowledge in this aspect. This study investigated Chinese students’ awareness of functions and explored the causes of the status quo. Based on the results achieved through a questionnaire survey, textbooks analyses and teaching analyses, suggestions are put forward for the building of students’ awareness of functions in the teaching of speaking.
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Yusof, Mat Rahimi, Mohd Faiz Mohd Yaakob, and Mohd Yusri Ibrahim. "Measurement Model of Teaching Competency of Secondary School Teachers in Malaysia." International Journal of Emerging Technologies in Learning (iJET) 14, no. 20 (2019): 157. http://dx.doi.org/10.3991/ijet.v14i20.11465.

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Competent teachers are the most important capital in boosting the nation's education system in line with other developed countries in the world. This quantitative study aims to develop a model for measuring the teaching competency of a secondary school teacher in Malaysia. This measurement model has contained three functions namely (i) teaching and learning strategies, (ii) teacher and student communication, and (iii) teachers' professionalism value. The results of confirmatory factor analysis from the collected data through 352 respondents that were analyzed by SEM AMOS found that 17 of the 2
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Harťanská, Jana, Ivana Horváthová, and Zdenka Gadušová. "Grammar as an “Art of Lettes” in Foreign Language Teaching (A Study of Teaching English Verb Tenses in Lower and Upper Secondary Schools)." Acta Educationis Generalis 8, no. 1 (2018): 76–93. http://dx.doi.org/10.2478/atd-2018-0005.

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AbstractIntroduction: This paper focuses on the issue of teaching verb tenses in Slovak lower and upper secondary schools – in particular, on teaching three grammatical tenses (Present Simple, Present Continuous, and Simple Present Perfect) and the learner’s ability to use them. It also identifies the mistakes made by the learners in the research sample, causes of their mistakes, and suggests ways of eliminating these errors.Methods: The paper presents the research data collected using quantitative (questionnaire and achievement test) and qualitative (lesson observation and semi-structured int
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Dissertations / Theses on the topic "Functions, Study and teaching (Secondary) - Zimbabwe"

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Mandikonza, Caleb. "Relating indigenous knowledge practices and science concepts : an exploratory case study in a secondary school teacher-training programme." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1007321.

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This study reports research on how student teachers in Science at Mutare Teachers' College in Zimbabwe worked with indigenous knowledge practices in relation to science concepts in the secondary school syllabus. The study was conducted among first-year science students and involved them in developing science learning activities for a peer-teaching process that was part of their course. The research was undertaken during a review ofthe college syllabus and as a study to inform the Secondary Teacher Training Environmental Education Programme (ST²EEP). The research design involved the researcher
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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." 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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Chitepo, Thokozile 1961. "Cognitive processes in the acquisition of knowledge from science instruction in Zimbabwe." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66075.

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Chitepo, Thokozile 1961. "Students' ability to apply their knowledge and reason from science instruction in Zimbabwe." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34515.

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The goal of this research was to investigate the knowledge high school students acquire from science instruction in Zimbabwe, and their ability to reason from and apply their knowledge based on previous learning. Science educators in Zimbabwe are concerned with improving the quality of student's achievement and that students develop a conceptual understanding of basic science rather than a rote memorisation of facts and that students become better prepared to acquire science content on their own. The research reported here utilises the discourse comprehension analysis model and methods develop
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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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Nyika, Mugove Walter. "Permaculture as an aspect of environmental learning: an investigation into secondary school communities in Zimbabwe." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1008447.

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The Schools and Colleges Permaculture (SCOPE) Programme in Zimbabwe has developed a process for use by schools in planning for the sustainable management of their land. The process is called Integrated Land-Use Design (ILUD) and is based on Permaculture principles. The ILUD process has so far been implemented in 54 pilot schools where it has been used to facilitate the re-design of the school grounds through the active participation of the students, staff and parents. The aim of this research was to investigate what environmental learning takes place during the implementation of the ILUD proce
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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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Balyta, Peter. "Using multiple representation systems to deepen understanding of functional relationships in mathematics." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103190.

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This thesis describes an experiment using technology to develop conceptual understanding of functions through graphical representations. It examines the effects of including dynamic representations in a conceptual approach to the teaching of functions. The study was implemented over a 5-day period in a Grade 9 class in a small, generally working class, rural school in Eastern Massachusetts. Participating students were observed during class discussions and video analysis, and their written responses and created functions were analyzed. The procedure used in the experiment was based on the Theor
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Mugore, Masawi Maireva Faustina. "Language learning and teaching in Zimbabwe : English as the sole language of instruction in schools : a study of students' use of English in Zimbabwe, their indigenous languages (Shona and Ndebele), and the schools' methods of instruction in secondary school classrooms." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29090.

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This study focuses on the use of English as the sole medium of instruction in Zimbabwean schools and the effect of such a policy on the educational achievement of students, particularly in secondary schools. The role of Shona and Ndebele, two other Zimbabwean official languages, in schooling is also examined.<br>Some of the findings reveal a learning and teaching environment that prevents strategies from addressing linguistic, social and cultural development with a coherent workable vision in the English classroom.<br>Because English is the working language of government, business, and industr
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Karumazondo, Washington. "A case study of the experiences of newly qualified teachers during their first year of teaching in secondary schools in Zimbabwe." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560515.

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This thesis focuses on research that was conducted in secondary schools in Zimbabwe in 2003. This study was inspired by the researcher's growing interest in continuing professional development, which started from the experience of working with newly qualified teachers (NQTs) as a headteacher in Zimbabwe in the 90s. This interest was further enhanced by the study of the induction of newly qualified teachers in Oxfordshire in 2000, and the absence of published research into the learning of novice NQTs in Zimbabwe. The study focused on exploring the experiences of NQTs during their first year of
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Books on the topic "Functions, Study and teaching (Secondary) - Zimbabwe"

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Burrow, Jim. Marketing: Foundations and functions. South-Western Pub., 1995.

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W, Hayden Robert, Santoro Karen, and Sloyer Clifford W, eds. Math connections: Algebra 1 : data analysis, functions, and graphs. 2nd ed. It's About Time, 2009.

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Ronau, Robert N. Putting essential understanding of functions into practice in grades 9-12. Edited by Meyer Dan author, Crites Terry author editor, and Dougherty Barbara J. editor. The National Council of Teachers of Mathematics, Inc., 2014.

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J, Carlson Ronald, ed. Algebra experiments I: Exploring linear functions. Addison-Wesley Publishing Co., 1993.

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Manjengwa, J. M. A preliminary survey of environmental awareness in some secondary school pupils in Zimbabwe. Institute of Environmental Studies, University of Zimbabwe, 1997.

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Developing an essential understanding of functions for teaching mathematics in grades 9-12. National Council of Teachers of Mathematics, 2010.

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Nyagura, L. M. An investigation of mathematical competencies attained by form 1 pupils in Zimbabwe, 1981. Human Resources Research Centre, 1989.

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Inc, Centre Pointe Learning, ed. Prisms Plus: Waves and optics. Centre Pointe Learning, Inc., 2005.

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Sallee, Tom, Steve Simon, and Kelly DeMartini. College preparatory mathematics 3: Algebra 2. 2nd ed. Edited by Simon Steve, Sallee Tom, DeMartini Kelly, and CPM Educational Program. CPM Educational Program, 2001.

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Ajeyalemi, Duro. Conceptual difficulties of applicants into Zimbabwe Science Teacher Training Project (ZIMSTT) B.Ed. Chemistry Programme. Human Resources Research Centre, 1991.

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Book chapters on the topic "Functions, Study and teaching (Secondary) - Zimbabwe"

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Moid, Sana. "Creating the Intelligent Learning Space." In Cases on Technologies in Education From Classroom 2.0 to Society 5.0. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-6878-1.ch011.

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The COVID-19 pandemic has shaken the roots of every economy and completely transformed the way every industry functions including the education sector. The education sector completely adopted the remote teaching concept thereby connecting educators and students through technology. The present study aims at understanding that how Education 4.0 has helped in creating an intelligent learning space aligned with disruptive technologies for developing and enhancing education with learners at the center and further how this has facilitated remote teaching during the COVID-19 pandemic. For the purpose of study, secondary sources of data including research papers and news articles based on the similar themes were referred. Education 4.0 has completely transformed the way the education sector functions by putting the learner at the center and making the entire process student-centric where the learner will decide what they want to study rather than putting a predefined syllabus in front of them. The intelligent learning space is created through the application of emerging technologies.
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Conference papers on the topic "Functions, Study and teaching (Secondary) - Zimbabwe"

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Rodrigues, Ana Luísa. "Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10103.

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The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it
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