Browsing by Author "Shava, G."

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    Consumer Acceptance of Online Banking in Zimbabwe: An Extension of the Technology Acceptance Model
    (2022) Ntini, P.; Ndlovu, M.J.; Shava, G.; Charumbira, J.; Sibanda, B.
    An explosion of electronic banking systems over the years, particularly in developed countries has been powering economies closer to a cashless society as it removes the need for physical currency (cash) and physical payment systems and substituting them with cards (plastic money) and Internet (digital money). The study explores the extent of acceptance and usage of online banking by the general public as individuals, micro small and medium enterprises (MSMEs) and Corporates in transacting with commercial banks and building societies in Zimbabwe as well as investigates the challenges they face in the adoption of this technology. The study focused on how the technology acceptance model can be used to rate the acceptance and usage of online banking. The researchers used face to face interviews, focus group discussions and a questionnaire for primary data collection purposes. The model was tested with a survey sample (n= 100). The findings of the study indicate that perceived usefulness and information on online banking on the Web site were the main factors influencing online-banking acceptance. Some of the key findings were the low uptake of online banking payment system as shown by the long winding queues that are still seen in all financial institutions. The research concluded that the lack of adequate money to justify having a formal account ranks high, followed by administration charges of maintaining an account as well as stringent requirements for customers to open accounts especially in the informal sector were burdensome. Therefore, there was need to relax the minimum requirements. Statements given to traders by the city councils could be used as proof of residence. Therefore, the researchers recommend that government departments like the courts, ZIMRA, VID, ZINARA and NSSA should lead by example in the usage of plastic money by making their operations Internet ready.
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    Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe
    (2023) Manokore, K.; Sibanda, L.; Shava, G.; Mangena, A.; Muzari, T.; Sibanda, Z.; Mkwelie, N.
    As knowledge regarding human development and learning continues evolving due to the global influences it has created an undeniable opportunity in researching on contemporary educational practice. Science, Technology, Engineering and Mathematics (STEM) is influencing educational practice from basic to tertiary education. This study acknowledges that teachers are essential and direct agents to supporting early STEM learning. Thus, this study is predominately a qualitative research approach with an interpretive epistemological and constructivist ontological perspective. Data was collected through semi-structured interviews from ten purposively sampled Early Childhood Development (ECD) teacher participants and formal analysis of 30 child art production (visual analysis of artefacts). The study affirmed that, art practice at ECD is a compatible strategy for early STEMlearning. It was found that ECD learners’ attitudes are receptive of art practice as a constructivist approach. The results revealed that teachers used learner development checklists and child art as a tool to measure learner development and progress in STEM. The findings of the study established that teachers and learners encountered challenges such as limited teaching and learning resources, lack of expertise among some teachers, parental interference and content overload. Despite the indicated challenges, the study concluded that the integration of child art as a pedagogical strategy enhanced imparting of STEM skills among learners at ECD level. The study recommended that the Ministry of Primary and Secondary Education should capacitate ECD teachers through professional development programmes that focus on ECD STEM learning and teaching.