Dissertations / Theses on the topic 'Primary schools – Zimbabwe'
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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.
Full textMazise, 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.
Full textJeko, 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.
Full textKanonuhwa, 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.
Full textThe 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.
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.
Full textRyf, 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.
Full textMuzvidziwa, 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.
Full textKMBT_363
Adobe Acrobat 9.54 Paper Capture Plug-in
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.
Full textThesis (PhD)--University of Pretoria, 2015.
Centre for Evaluation and Assessment (CEA)
University of Pretoria
Science, Mathematics and Technology Education
PhD
Unrestricted
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.
Full textThe 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 prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning. The analysis reveals the extent to which classroom teaching and learning has deteriorated and how the cultural practices of this specific tradition of schooling, impede on possibilities for meaningful learning activities in the classroom. The study contributes towards an understanding of the effects of the specific cultural conditions of schooling on learners' learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners' learning and cognitive development.
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.
Full textMtimbiri, 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.
Full textmakondo, 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.
Full textThis 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 to investigate the effect of the language instruction in teaching Tsonga (Shangani) speaking Grade Seven children in Environmental Science. In fact, the researcher was interested in finding out whether teaching learners in a foreign language was a bridge or barrier to learning. In this case, the research did not only look at the effect of using English for instructional purposes, but also investigated how other major or dominant indigenous languages which are used for instructional purposes affect the performance of minority language speaking children in Chiredzi district of Zimbabwe. Data for this study were collected using lesson observation, document analysis, the questionnaire and a knowledge test. In this case, fifteen lessons were observed. Fifteen Tsonga (Shangani) speaking Grade Seven learners per school were purposively selected and taught in Tsonga (Shangani) only and the other fifteen Shona speaking Grade Seven children per school were also purposively selected and taught the same topic in Shona, and a third group of fifteen Grade Seven learners per school, were randomly selected and taught in English only. A knowledge test was given to each group thereafter. Children from each language condition were allowed to answer questions in their home languages, except for the third group which was taught in English. This group answered the questions in English with the restricted use of Shona. Each of the test results from the knowledge tests were analysed using a One Way Anova of Variance (ANOVA) and conclusions drawn. The results from other data collection instruments were analysed using qualitative methods like narrative discussions of data. A sample of five learners per school had their exercise books analysed. Data were presented in tables. The results from the knowledge tests given showed a significant difference in the mean marks obtained from the three groups (the Shangani, Shona and English group). The result showed that language has a significant influence on the performance of learners since the p – value was 0.000. This implies that the performance of learners between the three groups is significantly different. On the basis of these observations, the Null hypothesis was rejected. The same picture was also shown in document analysis and in the questionnaires. Consequently, conclusions were drawn and recommendations made.
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.
Full textMajoko, 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.
Full textInclusive Education
D. Ed. (Inclusive Education)
Mufanechiya, Tafara. "Community participation in curriculum implementation in Zimbabwean primary schools." Thesis, 2015. http://hdl.handle.net/10500/20115.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Chikutuma, Tendai. "The quality of early childhood development programmes in Harare primary schools in Zimbabwe." Thesis, 2013. http://hdl.handle.net/10500/13511.
Full textEducational Studies
D.Ed. (Psychology of Education)
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.
Full textDepartment of Curriculum Studies
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 adopted to select participants. Simple random sampling technique was used to choose 150 teachers, that is, 3 from each school. In this case, 50 were Grade 1 teachers, the other 50 taught Grade 3 classes and the last 50 were schools’ clinical language remedial teachers. Purposive sampling was used to select 10 heads of schools who had established special classes in their institutions. The same sampling technique was also used to select a District Remedial Tutor, District Early Childhood Development Trainer and District Schools Inspector. Quantitative data was analysed through the use of the Statistical Package for Social Sciences (SPSS) Version 24. Qualitative data was analysed and interpreted thematically. The major findings of the study were that, lack of adequate policies, negative attitudes from some stakeholders, shortage of expert teachers and relevant material resources were some crucial factors that hampered effective implementation of intervention programmes for learners with dyslexia. The study recommends the development of dyslexia-friendly schools through designing relevant policies, holding dyslexia awareness campaigns both in schools and communities, training of more specialist teachers and the provision of learning resources that are more sensitive to the diverse needs of learners with dyslexia.
NRF
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.
Full textEducational Leadership and Management
D. Ed. (Education Management)
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.
Full textArt History, Visual Arts and Musicology
D. Phil. (Music)
Chindanya, Andrew. "Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe." Thesis, 2011. http://hdl.handle.net/10500/5798.
Full textTeacher Education
D. Ed. (Education Management)
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.
Full textEducational Studies
D. Ed. (Socio-Education)
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.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Ngwenya, Victor Chaboneka. "Managing parental involvement with education in Zimbabwe." Thesis, 2010. http://hdl.handle.net/10500/4264.
Full textTeacher Education
D. Ed. (Education Management)
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.
Full textMufanechiya, 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.
Full textCurriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)
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.
Full textDevelopment Studies
M.A. (Development Studies)
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.
Full textThe 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.
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.
Full textAfrican Languages
D. Litt et Phil.
Siwela, Tembinkosi Dunmore. "English as a second language in learning environmental science in Zimbabwean primary schools." Thesis, 2018. http://hdl.handle.net/10500/25820.
Full textEducational Studies
D. Phil. (Education)
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.
Full textArt History, Visual Arts and Musicology
M. Mus.
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.
Full textInclusive Education
D. Ed. (Inclusive Education)
Ryf, Andrea. "Primary school textbooks in Zimbabwe : an analysis in social context." Thesis, 1997. http://spectrum.library.concordia.ca/242/1/MQ25945.pdf.
Full textMagudu, Snodia. "Induction experiences of newly qualified primary school teachers in Zimbabwe." Thesis, 2014. http://hdl.handle.net/10500/18585.
Full textCurriculum and Instructional Studies
D. Ed. (Didactics)
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.
Full textThe 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 impact on orphans wellness. By using an integrative lens the researcher was mainly trying to get a better perspective of looking at the four wellness dimensions of orphans in a much broader way. An integrative framework lens namely Ubuntu, Bronfenbrenner’s bio- ecological systems theory and Maslow’s hierarchy of needs were mainly used to try and get a broader/better perspective of how extended families are involved in caring for orphans. Five orphans, five extended family heads, one school guidance and counselling teacher, one Social Welfare officer and one Non-governmental officer where purposively selected. The main data gathering instruments were; two researcher-made Mathematics tests, a teacher made test, a questionnaire with open-ended questions, observations and interviews. Interviews with the school guidance and counselling teacher were also conducted to establish learners’ performance, class attendance as well as homework assistance rendered to learners by their parents or guardians. An analysis of attendance trends of learners using class teachers’ registers was done. Mathematics Test were also analysed to establish the intellectual wellness of orphans. Data was analysed manually through hand coding and categorizing of ideas, which eventually formed themes to this study. The findings revealed that extended families are encountering a lot of difficulties during their involvement in caring for orphans. Difficulties included provision of physical needs, accommodation, and assistance with academic work. Moreover, the caregivers were in their seventies and too old to provide quality care. Voices of extended family heads, wished that projects like Isheanopa (The Lord provides) initiated by one school to support orphans, be extended to other schools within the city in order to alleviate the burden experienced by extended family heads.
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.
Full textMavesere, Benjamin. "Perceptions of primary school student teachers regarding the practical application of constructivism." Thesis, 2021. http://hdl.handle.net/10500/27533.
Full textPsychology of Education
Tshabalala, Thembinkosi. "Instructional supervisory practices of Zimbabwean school principals." Thesis, 2007. http://hdl.handle.net/10500/3184.
Full textEducational Studies
D. Ed. (Education Management)
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.
Full textThis 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 (FAREME) respectively required them to use the multi-faith approach and to view all religions they may encounter in the classroom with equal importance. This research sought to determine the extent to which the phenomenological method can change the student teachers’ negative attitude to/ and increase their knowledge of A.I.Rs, thus preparing them for the task of religious education in future. In the theoretical framework, the researcher discussed the concept of Religious Education (R.E) and reviewed related literature on approaches to R.E, the history of R.E in pre-colonial and post-colonial periods in Zimbabwe and recent researches in R.E in order to gain insights on historical developments and current trends in the field of R.E. The researcher selected ten (10) participants who belonged to various Christian denominations using the purposive sampling strategy. Qualitative methods of generating data used were unstructured interviews, field work, both participant and non participant observation, and focus group discussion. After field work, participants applied the phenomenological method to the bira ceremony and discussed religious artifacts encountered during field work. On the whole, the phenomenological method increased the participants’ knowledge of A.I.Rs and significantly changed their attitude towards it. Despite the participants’ strong Christian background, they were able to separate the demands of their commitment to personal faith and the requirements of the phenomenological method. The study makes some recommendations,some of which are the use of the phenomenological method together with the multi-faith and comparative religion approaches in the College R.M.E curriculum.
Religious Studies and Arabic
M.A. (Religious Studies)
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.
Full textThesis (PhD)--University of Pretoria, 2009.
Education Management and Policy Studies
unrestricted
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.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)