Browsing by Author "Makaza, D."

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    An Assessment of Digital Literacy Skills Among Secondary School Teachers Using the Digcomp Tool
    (POTRAZ/RCZ, 2024) Dabengwa, I.M.; Moyo, Sibonile; Gashirai, T.B.; Makaza, D.; Makoni, P.; Pasipamire, N.; Chademana, G.K.; Mufudzi, M.; Mandaza, D.; Mapfumo, S.
    The International elecommunications Union’s (ITU) Digital Skills Assessment Guidebook and the Digital Competence Framework for Citizens (DigComp) were used to conduct the national assessment. The study used a mixed methods approach.The latest version of DigComp (2.2) was selected for assessing secondary school teachers. Data was collected from 2,263 conveniently selected secondary school teachers from 150 purposively selected secondary schools spread over 10 provinces in Zimbabwe. The selection included private, public, boarding, day, night, urban, peri-urban, rural schools, boys only and girls only and mixed sex schools. An ICT facility assessment was conducted at each school, 30 in-depth interviews ere held with teachers, and 15 focus group discussions with secondary school learners from each province. Qualitative data was analysed in MaxQDA 24 for themes, while quantitative data was analysed in SPSS 27 for statistical inferences. It was found that the Zimbabwean secondary school teachers have Intermediate digital literacy. Most of the digital skills were on Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Problem Solving and Safety. There were differences in the way that males and females ompleted the questionnaire, especially on the Communication and Collaboration dimension. The absence of school learning management systems had led teachers to rely heavily on social media to conduct flipped classroom teaching and learning. However, learners saw the shortage of devices and restrictive school device policies as a challenge to integrate ICTs tools in classroom and when learning is flipped. Policymakers are encouraged to support teachers with adequate ICTs devices, supportive infrastructure and supportive policies that encourage the development of digital competences within this sector.
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    Exploring digital competences in Zimbabwean secondary schools using a multimodal view: a hermeneutical phenomenography study
    (Taylor & Francis, 2024) Dabengwa, I.M.; Moyo, Sibonile; Ncube, Smart; Gashirai, T.B.; Makaza, D.; Makoni, P.; Pasipamire, N.; Chademana, G.K.; Mafoti, M.; Mapfumo, S.; Mandaza, D.
    This paper presents a study that investigates digital competencies within the Zimbabwean secondary education system. Limited research has focused on Zimbabwe’s secondary schoolteachers’ digital literacy in online learning. The study uti lised DigComp 2.2 as the framework, and employed a multi-method participative approach to collect data from secondary schools across the 10 provinces of the coun try. Thrirty nine interviews were conducted across Zimbabwe’s 10 provinces, including 15 FGDs with learners, 21 in-depth interviews with teachers, and three key informant interviews with education directors, resulting in 215 participants. The results of a 3- dimensional modal analysis revealed a multifaceted situation in five key areas: prob lem-solving, safety and security, digital content creation, communication and collabor ation, and information and data literacy. The study found that both teachers and learners were proficient in using applications such as WhatsApp, MS Word, Excel, and PowerPoint. Computer Science students demonstrated specialised skills, particularly in programming. Although teachers aim to improve digital literacy by teaching critical evaluations of online content, challenges persist in rural regions because of limited access to ICT tools and infrastructure. Collaboration is facilitated through platforms such as WhatsApp; however, ensuring inclusive participation remains a challenge. Digital safety and security have been identified as the major concerns. While progress has been made in areas such as Communication and Collaboration and Information Literacy, challenges still exist in digital content creation, problem-solving, and safety and security. These findings offer policymakers insights into maximising the impact of integrating ICTs in education.
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    Mnqgwayi: a stick throwing game of the Kalanga people of Zimbabwe.
    (AFAHPER-SD, 2008) Gundani, M.P.D.; Mugundani, S.C.; Makaza, D.; Kanji, M.; Tapera, E.M.
    This paper describes an indigenous game, mngqwayi, a stick throwing game of the Kalanga people of Zimbabwe. Participation in traditional indigenous games by communities improves their quality of life by supporting self-determined sports, games and cultural activities, which encourages equal access to participation in the social and cultural fabric of the communities. Data was collected from a population of the Kalanga people of Zimbabwe. Focus Group Discussions, individual interviews, demonstrations, observations, visual recordings and audio recordings assisted in capturing of physical skills, techniques and game patterns. Players, mostly boys, played the game in summer on grasslands and riverbanks, used long slender sticks blunt at one end and aerodynamically sharpened at the other end, with the object of having the stick icochet, slide on the ground or traject off the ground for some distance. Competence is premised on power, skill and technique, from which, mngqwayi can be classified as a game of physical skill. The physical and cultural appeal of this game makes it ideal for sportification and institutionalization.
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    Results From Zimbabwe’s 2016 Report Card on Physical Activity for Children and Youth
    (Human Kinetics, 2016) Manyanga, Taru; Makaza, D.; Mahachi, Carol; Mlalazi, Tholumusa.F; Masocha, Vincent; Rutsate, H; Tremblay, Mark. S
    Background: The report card was a synthesis of the best available evidence on the performance of Zimbabwean children and youth on key physical activity (PA) indicators. The aim of this article was to summarize the results from the 2016 Zimbabwe Report Card. Methods: The Report Card Working Group gathered and synthesized the best available evidence, met, discussed and assigned grades to 10 indicators based on the Active Healthy Kids Global Alliance global matrix grading system. Results: The indicators were graded as follows: overall PA (C+), organized sport participation (B), active play (D+), active transportation (A-), sedentary behaviors (B), school (D), family and peers (Incomplete), community and the built environment (F), government (D) and nongovernmental organizations (Incomplete). Conclusions: Although the majority of children used active transport, played organized sports and engaged in acceptable levels of PA, most of them did not meet the recommended hours of unstructured/unorganized play per day. At present, there are limited data to accurately inform the Zimbabwe Report Card therefore studies employing robust research designs with representative samples are needed. Zimbabwe also needs to prioritize policies and investments that promote greater and safe participation in PA among children and youth
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    Validation of the DigComp tool and evaluation of the level of digital literacy skills among Zimbabwean in-service secondary school teachers
    (POTRAZ/RCZ, 2024) Dabengwa, I.M.; Moyo, Sibonile; Gashirai, T.B.; Makaza, D.; Makoni, P.; Pasipamire, N.; Chademana, G.K.; Mufudzi, M.; Mandaza, D.; Mapfumo, S.