Browsing by Author "Ncube, P."

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    Implementing Science, Technology, Engineering and Mathematics Education: A Case of Four Single Sex Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe
    (2018) Ncube, P.; Sibanda, L.
    The purpose of the study was to examine the implementation of STEM education in Bulawayo Metropolitan Province single sex Secondary Schools. This study was qualitative in nature, guided by interpretivist paradigm, and used case study design. The population encompassed seven single sex secondary schools. Participants who included one district schools inspector, four school heads, four heads of departments, sixteen science teachers and forty learners were purposively sampled from four schools. Data were collected through face-to-face semistructured interviews and focus group discussions, coded and analysed thematically. The results of the study indicated that standard laboratories were available to facilitate the implementation of STEM education in single sex secondary schools. The study further revealed that most of the teachers who taught STEM subjects had relevant qualifications and used various methods to encourage learner participation in STEM education. Additionally, the study established that learners were actively involved in science exhibitions and olympiads which gave learners hands-on experience in STEM subjects. It also emerged from the findings that some female learners are highly confident in taking up STEM subjects and are not afraid to compete against their male counterparts. However, the findings of the study revealed that the implementation of STEM education in single sex schools was constrained by lack of well-equipped science laboratories, lack of financial resources to purchase learning materials, especially chemicals, large class sizes, negative attitude towards STEM subjects by some learners, and limited parental involvement in their children’s learning. The study concluded that single sex schools created an enabling environment for learner engagement and afforded both male and female learners equal access to STEM education despite the challenges encountered. The study recommends that the Ministry of Primary and Secondary Education should expedite the construction of well-equipped laboratories and provision of material and financial resources.
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    Implementing Science, Technology, Engineering and Mathematics Education: A Case of Four Single Sex Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe
    (2018) Ncube, P.; Sibanda, L.
    Province single sex Secondary Schools. This study was qualitative in nature, guided by interpretivist paradigm, and used case study design. The population encompassed seven single sex secondary schools. Participants who included one district schools inspector, four school heads, four heads of departments, sixteen science teachers and forty learners were purposively sampled from four schools. Data were collected through face-to-face semistructured interviews and focus group discussions, coded and analysed thematically. The results of the study indicated that standard laboratories were available to facilitate the implementation of STEM education in single sex secondary schools. The study further revealed that most of the teachers who taught STEM subjects had relevant qualifications and used various methods to encourage learner participation in STEM education. Additionally, the study established that learners were actively involved in science exhibitions and olympiads which gave learners hands-on experience in STEM subjects. It also emerged from the findings that some female learners are highly confident in taking up STEM subjects and are not afraid to compete against their male counterparts. However, the findings of the study revealed that the implementation of STEM education in single sex schools was constrained by lack of well-equipped science laboratories, lack of financial resources to purchase learning materials, especially chemicals, large class sizes, negative attitude towards STEM subjects by some learners, and limited parental involvement in their children’s learning. The study concluded that single sex schools created an enabling environment for learner engagement and afforded both male and female learners equal access to STEM education despite the challenges encountered. The study recommends that the Ministry of Primary and Secondary Education should expedite the construction of well-equipped laboratories and provision of material and financial resources.
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    Suggested Approaches to Achieve Effective Implementation of Strategies to Revive Manufacturing Companies in Bulawayo Metropolitan Province.
    (2020-08) Chinjova, F.; Chiramba, T.; Ncube, P.
    The study examined issues that need to be addressed by the Government of Zimbabwe before they could implement strategies to revive the manufacturing sector in Bulawayo in order for the strategies to produce tangible results. An interpretivism paradigm was adopted in order to generate a lot of data in the field and from the site where participants experienced the problem. The study used a multiple case study design involving 20 manufacturing companies operating in Bulawayo which facilitated a holistic and in-depth investigation of the issues that need to be taken into account in order to ensure effectiveness of the strategies implemented to revive the manufacturing sector in Bulawayo. The findings of the study were that the Government needs to address corruption, avail funds to manufacturing companies, review investment laws, improve the supply of water and electricity in Bulawayo, introduce cheap mode of transport to the manufacturing sector, review the Indigenisation and Empowerment Act, review tax laws and allow manufacturing companies to procure their own fuel from neighbouring countries