Department of Science, Mathematics and Technology Education Phd Theses

Permanent URI for this collection

http://196.220.97.103:4000/handle/123456789/155
Department of Science, Mathematics and Technology Education Phd Theses

Browse

Browsing Department of Science, Mathematics and Technology Education Phd Theses by Author "Sibanda, Lwazi"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Perceptions of teachers and learners on the impact of Covid-19 pandemic lockdown on rural secondary school female learners in Matobo District, Zimbabwe
    (2021) Sibanda, Lwazi; Mathwasa, Joyce
    The purpose of the study was to examine the perceptions of teachers and learners on the impact of COVID-19 pandemic lockdown on rural secondary school female learners in Matobo District. The study was qualitative in nature, entrenched on interpretivist paradigm and adopted a case study design. Data was collected using open-ended questionnaire and online focus group discussions from six teachers and eighteen learners who formed three focus group discussions. The participants were purposively sampled from three schools. The study found that a few teachers were able to conduct online lessons using WhatsApp platform during COVID-19 pandemic lockdown in the selected schools though there was no consistence as teaching was not programmed and participation of female learners was low. The findings revealed that most of the parents could not afford to provide online learning resources for their children because of economic hardships. The study further established that rural female learners were at risk during COVID-19 pandemic lockdown as some of them were exposed to sexual abuse when they try to have access to smartphones and data bundles from some male adults. It was found that female learners have lost much of their learning time whilst on lockdown and many cases of pregnancy have emerged leading to dropping out of school. The study concluded that most of the rural secondary school female learners were excluded from education during lockdown due to poverty, unavailability of network or poor network coverage, lack of broadcast transmission services to enable them to access online lessons through the radio, lack of electricity, poor attendance due to lack of smartphones and data bundles, performance of all household chores including herding of cattle and lack of cooperation from some parents. The study recommended that the Ministry of Primary and Secondary Education should collaborate with stakeholders to provide necessary resources to enable all learners to access online learning despite geographical location.
  • No Thumbnail Available
    Item
    TEACHERS AND LEARNERS’ EXPERIENCES OF IMPLEMENTING BLENDED LEARNING DURING COVID-19 PANDEMIC LOCKDOWN IN MANGWE DISTRICT, ZIMBABWE
    (2023) Moyo, Mncedisi; Sibanda, Lwazi
    Implementation of blended learning should be characterised by an array of strategies for effective instructional delivery to take place in the classroom. Hence, this study sought to explore the experiences of teachers and learners on implementation of blended learning in Mangwe District Secondary Schools, Matabeleland South Province during the COVID-19 pandemic lockdown. This qualitative study was hinged on the interpretivist paradigm and employed a case study design. The participants who comprised eight teachers and twenty-four learners were purposively sampled from four secondary schools. Data collected through semi-structured interviews and focus group discussions were thematically analysed. The findings indicated that the flipped classroom, self-blend, and flex approaches were mainly used to implement blended learning during COVID-19 pandemic lockdown in selected schools. The study further found that these strategies were implemented through the use of WhatsApp social media platform. The study concluded that in spite of the challenges encountered, selected schools made efforts to ensure that blended learning was implemented through the cited strategies. The study recommended that the Ministry of Primary and Secondary Education should capacitate teachers on various learning management systems and online assessment tools through in-service training sessions to support implementation of blended learning.
  • Thumbnail Image
    Item
    Teaching Biology Practical Lessons in Secondary Schools:A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe
    (De Gruter, 2017) Mwangu, Edson C.; Sibanda, Lwazi
    The 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 and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.