Relevant bibliographies by topics / Primary schools – Zimbabwe / Dissertations / Theses
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Dissertations / Theses on the topic 'Primary schools – Zimbabwe'

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

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1

Gomwe, Howard. "Children's attitudes towards physical education in selected urban primary schools in Mutare - Zimbabwe." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/527.

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The aim of the study was to evaluate school children’s attitudes towards Physical Education in selected Mutare city schools. In order for the children to benefit from the Physical Education program, the study hypothesized that children must develop the right attitudes towards Physical Education. This observation has also been emphasized in other studies that children, who possess the right attitude towards Physical Education, develop positive attitudes towards physical activities. This suggestion has also been reported by Portman, (2003) and McKenzie (2003) that one of the benefits of Physical
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2

Mazise, Amos. "Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/569.

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The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified ran
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3

Jeko, Ishmael. "An improved mentoring model for student teachers on practicum in primary schools in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1017553.

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As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study desi
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4

Kanonuhwa, Violet. "An examination of school leader's perceptions of the impact of HIV/AIDS on selected primary schools in zimbabwe." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5978.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.
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5

Musingarabwi, Starlin. "Understanding current teacher implementation of Zimbabwe's primary school AIDS curriculum: a case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020912.

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Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit
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6

Ryf, Andrea L. "Primary school textbooks in Zimbabwe, an analysis in social context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25945.pdf.

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7

Muzvidziwa, Irene. "A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008200.

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This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurabil
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8

Garira, Elizabeth. "The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/63608.

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There are growing concerns about quality of education in schools in many countries, and education systems implement mechanisms like school inspection, an external education quality assurance measure, to evaluate their education. Realising that effective improvement of education quality may be achieved from within rather than from outside, many education systems are adopting School Self-Evaluation (SSE), an internal evaluation process, to evaluate quality of education. This study attempted to identify the characteristics of effective SSE frameworks in order to develop one for Zimbabwean primar
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9

Ndlovu, Sibonokuhle. "The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10659.

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Includes bibliographic references (leaves 140-148).<br>The study investigates the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio-cultural theory to analyze the consequences that the breakdown of schooling and classroom teaching and learning had on learners' performance and cognitive development. Using a case study of a specific primary school in Gwanda district, the study has found that classroom teaching and learning in rural Zimbabwe was adversely affected by a conglomerate of contextual factors and worsened by the prev
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10

Machawira, Patricia. "Teachers living with AIDS underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04222009-111501.

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11

Mtimbiri, Siza. "The impact of HIV/AIDS on infected and affected rural primary school children in Zimbabwe : children's perspectives : a case study." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/285424.

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Although there has been increasing research on HIV/AIDS and children, albeit mostly outside the school environment, most research in the area tends to view 'children as objects' (Christensen and James, 1999) in the research process whereby the change in the child is what is being observed. This view lessens the role of the child and as such means that the results are inadequate - mostly the researcher's perspective is represented. In Zimbabwe, with an estimated 1.1 million AIDS orphans and 115,000 children under 14 living with HIV/AIDS, not much empirical research has been conducted in school
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12

makondo, Davison. "The effects of the language of instruction on the perfomance of the Tsonga (Shangani) speaking grade seven pupils in Zimbabwe." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1153.

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Thesis (Ph.D. (Educational Psychology)) --University of Limpopo, 2012<br>This research project was an endeavor to investigate the effects of the languages of instruction (English and Shona), to teach Tsonga (Shangani) speaking children in Chiredzi district of Zimbabwe. Because of the nature of the study, a mixed method design was used where both qualitative and quantitative methods were adopted to study the performance of the Tsonga (Shangani) minority language speaking learners in five purposively sampled schools. 222 learners participated in the study. The main aim of the study was
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13

Selemani-Meke, Elizabeth. "An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/501.

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This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for
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14

Majoko, Tawanda. "Challenges in school guidance and counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools." Thesis, 2013. http://hdl.handle.net/10500/13515.

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The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for
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15

Mufanechiya, Tafara. "Community participation in curriculum implementation in Zimbabwean primary schools." Thesis, 2015. http://hdl.handle.net/10500/20115.

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Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a growing realisation in academic circles that knowledge and skills in primary school education cannot be solely owned by school heads and teachers for effective curriculum implementation to be realised. School heads and teachers need pedagogical support from members of the community around their primary schools who have the knowledge and skills that teachers can make use of in teaching and learning. Current curricu
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16

Chikutuma, Tendai. "The quality of early childhood development programmes in Harare primary schools in Zimbabwe." Thesis, 2013. http://hdl.handle.net/10500/13511.

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The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density
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17

Nkomo, Duduzile. "The implementation of intervention programmes that enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District, Zimbabwe." Thesis, 2018. http://hdl.handle.net/11602/1224.

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DEd (Curriculum Studies)<br>Department of Curriculum Studies<br>This study sought to evaluate the implementation of intervention programmes that enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District, Zimbabwe. A mixed-methods research design was adopted. Questionnaires were used to collect quantitative data while semi-structured interviews and documentary evidence were used to collect qualitative data. All the 50 mainstream primary schools found in the district were included in the study. From these, simple random and purposive sampling procedures were
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18

Muchenje, Francis. "Teachers’ perceptions of the implementation of multicultural education in primary schools in Chegutu district, Zimbabwe." Thesis, 2014. http://hdl.handle.net/10500/14306.

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This study explored teachers’ perceptions on the implementation of multicultural education in Zimbabwean primary schools. The sample consisted of twenty teachers (10 male and 10 female) selected through purposive sampling technique. Teachers in the sample had a minimum of five years post qualifying experience. The study focused on five selected primary schools in Chegutu district. Qualitative research was chosen as the research method with phenomenology as the research design. Data collection instruments consisted of unstructured in-depth interviews and focus group discussions. Interviews were
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19

Ganyata, Obert. "Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy." Thesis, 2020. http://hdl.handle.net/10500/27037.

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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 com
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20

Chindanya, Andrew. "Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe." Thesis, 2011. http://hdl.handle.net/10500/5798.

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There is compelling evidence that parental involvement positively influences children’s academic achievement. Its benefits occur across all socio-economic classes. In spite of its significance, parental involvement has received scant attention in Zimbabwe. This qualitative study sought to establish how parents in a materially poor rural district of Zimbabwe were involved in their children’s education. Barriers to their involvement were investigated with the view to overcoming or mitigating them for the benefit of the affected primary school pupils. The attribution theory was used not only to s
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21

Dekeza, Clyton. "The responsiveness of rural primary schools to the needs of orphaned and vulnerable children in Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25059.

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The aim of this study was to investigate the responsiveness of rural primary schools in Zimbabwe to the needs of in-school OVC. The study adopted a qualitative approach in which the phenomenological and case study designs were employed to study in-school OVC in their natural setting. The target population for the study comprises OVCs, principals and school counsellors. From this population, a sample of 24 participants was purposively drawn. Data was collected from the participants in the three sampled rural primary schools in Masvingo district through in-depth interviews, focus group discussi
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22

Dube, Florence. "Exploring teacher education initiatives in preparing trainee teachers for handling gifted learners as a way of ensuring education for all in Zimbabwean primary schools." Thesis, 2015. http://hdl.handle.net/10500/19101.

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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 educati
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23

Ngwenya, Victor Chaboneka. "Managing parental involvement with education in Zimbabwe." Thesis, 2010. http://hdl.handle.net/10500/4264.

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Parental involvement (PI) in school governance is an international acclaimed worldwide practice and is viewed as a major topic in current educational reforms. This study investigated the management of PI programmes in public schools within the jurisdiction of Bulawayo Metropolitan Province in Zimbabwe. The Total Quality Management (TQM) framework was employed as attempts were made to bring all stakeholders on board in the pursuit of quality education. To achieve this thrust, literature on the historical developments which obtained in the United States of America, China and South Africa on the
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24

Hungwe, Kedmon Nyasha. "Media in the primary schools of Zimbabwe an analysis with special reference to children's entertainment film /." 1987. http://catalog.hathitrust.org/api/volumes/oclc/17407803.html.

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25

Mufanechiya, Albert. "The interface between in-service teacher development and classroom teaching and learning in Zimbabwean primary schools." Thesis, 2020. http://hdl.handle.net/10500/27212.

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Primary school teaching and learning, and indeed the whole teaching profession continue to be shaped by the ever – changing knowledge economy and global educational trends. To this end, professional teacher development in Zimbabwean primary schools has become an important focus area in terms of how it can facilitate and contribute to effective teaching and learning in line with the new educational developments. There is consensus among primary school stakeholders that the success of teaching and learning is dependent on promoting an efficient and student - needs driven in – service progr
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26

Ndlovu, Method Walter. "The HIV/AIDS and life-skills education programme for schools in Zimbabwe. A case study of primary schools in the Lupane Area Development Programme." Diss., 2005. http://hdl.handle.net/10500/1474.

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This study investigates whether the HIV/AIDS and Life Skills Education Programme for schools was implemented in accordance with the Ministry's directives. It also seeks to establish whether the programme was effective or not by identifying and examining different implementation strategies and methodologies. Fieldwork was undertaken in the Lupane Area Development Programme where nine schools were randomly selected from sixteen primary schools. A total of nine head-teachers responded to the heads' questionnaire and fifty-eight Grade 4 to 7 teachers responded to the teachers' questionnaire.
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Kapfidze, Gabriel. "An evaluation of the social studies programme textbook content at stage four (4) level in Zimbabwean primary schools." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001806.

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D. Tech. Education<br>The research study sought to find out if social studies textbooks used at stage 4 level in Zimbabwean primary school are deficient in content. The focus was on the relevance and adequacy of the content to meet National Curriculum Standards.
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28

Chivhanga, Ester. "The use of Chishona as a medium of instruction in the teaching of mathematics in primary schools." Thesis, 2012. http://hdl.handle.net/10500/6565.

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The study sought to explore possibilities of using ChiShona as a medium of instruction in the teaching of Mathematics in primary schools. The aim was to compare the use of English as a medium of instruction with ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class. The other objective was to examine the people’s attitudes towards the use of mother tongue instruction in the teaching and learning of Mathematics in Zimbabwe primary schools. A practical teaching experiment was used to investigate the feasibility of using ChiShona as medium of instruction
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Siwela, Tembinkosi Dunmore. "English as a second language in learning environmental science in Zimbabwean primary schools." Thesis, 2018. http://hdl.handle.net/10500/25820.

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The Zimbabwean Education Act of 1987 stated that English was the official language of learning and teaching (LoLT) from grade four upwards. From grade three downwards, the mother tongue was to be used. That Education Act was later amended in 2006, to extend the use of the mother tongue up to grade seven. As a college lecturer, I have observed that there is tension between policy and practice. English and indigenous languages are vying for supremacy as the LoLT from as early as the Early Childhood Development (ECD) level. For the majority of these learners, English is a second language. This re
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30

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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31

Chimhenga, Sylod. "An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools." Thesis, 2014. http://hdl.handle.net/10500/18876.

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The present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves as a context for finding ways of dealing with challenges and proposing a model of implementing inclusive education for children with learning disabilities. The survey method was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and fifty primary school teachers, twenty education officers and thirty college/university lecturers participated in the study. The S
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32

Ryf, Andrea. "Primary school textbooks in Zimbabwe : an analysis in social context." Thesis, 1997. http://spectrum.library.concordia.ca/242/1/MQ25945.pdf.

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This thesis is based on an examination of some of the variables that affect schooling in Zimbabwe, a Southern African country. The study consisted mainly of a content analysis of selected primary textbooks for language and gender related matters. It addressed the following questions: (1) Is the material presented as if the learners were first language speakers of English, the language of instruction? (2) How are girls and women portrayed verbally and pictorially? The selected grades 1, 4 and 7 English and science textbooks were first examined broadly for overall features such as visual readab
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33

Magudu, Snodia. "Induction experiences of newly qualified primary school teachers in Zimbabwe." Thesis, 2014. http://hdl.handle.net/10500/18585.

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The body of literature clearly articulates the unique needs of newly qualified teachers and the challenges they experience during their early career years. In addition, literature advocates for implementation of induction programmes to enable a smooth transition of the beginners into the profession. This empirical phenomenological study explored the induction experiences of newly qualified primary school teachers in Zimbabwe in an attempt to gain insights into the everyday issues they contend with. Purposive sampling was employed to select twenty participants who comprised of ten newly qualifi
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Mafumbate, Racheal. "The involvement of extended families in the wellness of orphans in a primary school in Masvingo city in Zimbabwe." Thesis, 2014. http://hdl.handle.net/10210/10282.

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D.Phil. (Career and Life Orientation)<br>The study focuses on how extended families are involved on the wellness of orphans at a primary school in Masvingo City in Zimbabwe. Through an ethnographic research design, the study aimed to establish the involvement of extended families and challenges they face in rendering support and care to orphans. This study draws an intensive ethnographic research interrogative approach through observations, interviews, researcher made test and document analysis in order to establish the challenges by orphans and extended families and how these challenges may i
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35

Khoza, Trenance. "English language profiency challenges of primary school teacher trainees at Joshua Mqabuko Nkomo Polytechnic in Zimbabwe." Thesis, 2017. http://hdl.handle.net/11602/970.

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Mavesere, Benjamin. "Perceptions of primary school student teachers regarding the practical application of constructivism." Thesis, 2021. http://hdl.handle.net/10500/27533.

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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
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37

Tshabalala, Thembinkosi. "Instructional supervisory practices of Zimbabwean school principals." Thesis, 2007. http://hdl.handle.net/10500/3184.

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This study had two major purposes: (a) to investigate and compare the perceptions of principals and teachers towards instructional supervision in Zimbabwe, and (b) to attempt to come up with a framework that would improve the effectiveness of instructional supervision in Zimbabwean schools. The study highlights the impact of political, cultural and social realities on instructional supervision in developing countries (including Zimbabwe) from which any theories of effective instructional supervision must derive. The phenomenon of instructional supervision and its related concepts is explore
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Masango, Jefrey. "The applicability of the phenomenological method to the teaching and learning of religious and moral education in tertiary primary teacher education institutions in Zimbabwe : a case study of Mkoba Teachers College." Diss., 2019. http://hdl.handle.net/10500/26746.

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Bibliography: leaves 148-154<br>This research is a case study conducted at Mkoba Teachers’ College from 2017 to 2019 which aimed at establishing the applicability of the phenomenological method to the teaching and learning of Religious and Moral Education (RME) in Tertiary Primary Teacher Education institutions in Zimbabwe. The majority of the student teachers were Christians and had a negative attitude towards African Indigenous Religions (A.I.Rs). They also showed little knowledge of concepts in African Religions yet the old and new syllabus in RME and Family, Religion and Moral Education (F
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Machawira, Patricia. "Teachers living with AIDS : underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools." Thesis, 2009. http://hdl.handle.net/2263/24071.

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This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy. My aim was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and act on government policy. As a constructivist, I worked on the premise that people’s experiences can best be understood by interacting with them and listening to them. I chose a narrative research design because it allowed me to explore and understand the perceptions and complexity of my research partners’ experiences
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Mumanyi, Obediah. "An evaluation of teacher utilisation of 'Step in new primary mathematics grade 7' textbook in Mashonaland East Province of Zimbabwe." Thesis, 2014. http://hdl.handle.net/10500/14309.

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The study describes and evaluates how Grade 7 teachers in the Mashonaland East Province of Zimbabwe used the Step in New Primary Mathematics Grade 7 textbooks in their teaching, and the impact it had on mathematics teaching and learning. The purpose of the study was to investigate how the teachers used the mathematics textbooks and to suggest areas of improvement. These textbooks were distributed to all the primary schools in Zimbabwe in 2010, under the donor-driven Education Transition Fund. This curriculum initiative sought to address the severe textbook shortage and to improve the performan
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