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Browsing by Author "Sibanda, L."

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A Case of Selected Hwange District Schools in Matabeleland North Province, Zimbabwe.
(Cherkas Global University Press, 2024) Mangena, A.; Sibanda, L.
Apart from the fundamental function of teaching and learning, schools also ensure the realisation of the institutions' aims and vision. This is possible through use of Information and Communication Technology (ICT) which has been identified as an essential global phenomenon for efficient and effective schools. Hence, the purpose of this study was to examine usage of ICT in school management in Hwange District. A qualitative approach driven by the interpretivism paradigm was adopted. A case study design focusing on selected schools was employed. Thematically analysed data were collected through semi-structured interviews and document analysis. Findings indicated that the selected school heads mainly used ICT platforms such as WhatsApp, emails and printed documents for communication. Parents, through School Development Committee, provided internet connectivity for easy communication while the school heads used their personal smart phones. The study found that school heads faced various hurdles in using ICT in their management duties. These challenges included lack of resources, inadequate knowledge and skills to use ICT tools, work overload, inadequate funds to acquire ICT hardware and software equipment, lack of appropriate ICT infrastructure, limited internet access and sporadic power supplies. Despite the difficulties encountered, the study concluded that there were visible pockets of good practices in the use of ICT by selected school heads. The study recommended that the Ministry of Primary and Secondary Education should capacitate school heads through ICT training. This will result in efficiency and effectiveness of school heads in execution of their management functions
An Assessment of Strategies that Enhance the Teaching and Learning of Business Studies at Advanced Level in Imbizo District of Bulawayo Metropolitan Province
(2018) Moyo, C.; Sibanda, L.
The study focused on assessing strategies that enhance the teaching and learning of Business Studies at Advanced Level. Interpretivist paradigm, qualitative approach and case study design were adopted in this study. Purposively selected participants comprised four teachers and twenty-nine students. Data collected through semistructured face to face interviews and focus group interviews were thematically analysed. The study established that schools used case studies, collaborative learning, computer-aided learning and brainstorming to enhance teaching and learning. Nonetheless, the results revealed that the main challenges encountered in using the strategies included lack of finance and locally published textbooks. The study concluded that though schools faced numerous challenges, there were some elements of good practices that had positive impact on instructional delivery of Business Studies. The study recommends that the Ministry of Primary and Secondary Education should encourage the Business Studies teachers to author local textbooks which are relevant to the students.
Constraints affecting men's participation in early childhood education (ECE): Implications for intervention.
(2020) Mathwasa, J.; Sibanda, L.
A qualitative study grounded in the interpretive paradigm was adopted where four men, four women and four educators were purposively selected, responded to the semi-structured interviews. The aim of the study was to establish the constraints affecting men’s participation in the early childhood education of their children. The researchers observed all the ethical concerns. Data was analysed in easily understood themes. The findings revealed that although all stakeholders fully understood the importance of men in the early childhood education their participation was still minimal indicating that they still faced constraints. The constraints included work-related absence, broken relationships, lack of interest, traditional and cultural beliefs, stereotypes and mothers’ monopoly on the children. The study concluded that for the achievement of early childhood goals, men should improve their participation in early education of children. The study recommends that all stakeholders make a retrospect into how they have contributed to the constraints that men face in their endeavour to change the status quo.
Effects of school leadership in enhancing learners' achievement in South African schools
(2020) Shava, G.N.; Sibanda, L.
Introduction: School leadership has increasingly been gaining attention from educational policymakers, and the entire educational society. Research has also confirmed that school principals are essential for developing and maintaining effective school systems. The role of school leadership in schools is highly complex and dynamic such that strategies are needed to change underperforming schools. This article reported on a small scale exploratory qualitative study that investigated the effects of school leadership in enhancing the learning outcomes of a cohort of schools in a rural setting in South Africa. Purpose: The purpose of the study was to analyse the role of principals in enhancing learning achievement in schools. Methodology: The study took a qualitative research approach with an interpretive epistemological and constructivist ontological perspective. Qualitative evidence was collected from six schools in the same district through semi-structured interview question with educators and school principals. Purposive sampling techniques were used to select information-rich cases from the schools and in selecting the schools. Results: Grounded in the accounts of our study participants, results from the study indicated that school principals are the cornerstones of achieving quality teaching and learning through motivating educators, training and providing distributed leadership Recommendations: From the study findings, it was recommended that there is need to improve the basic unit of the educational institution which include structural, cultural and agential conditions to enhance the effective operations of school principals. There is a need to motivate and enhance existing forms of agency in ways that expand learners’ achievement.
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.
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.
Influential Factors to Financial Management in Chegutu District Secondary Schools of Mashonaland West Province, Zimbabwe
(2020) Ndhlovu, J.; Sibanda, L.; Mathwasa, J.
The study explored factors that influence financial management in Chegutu District Secondary Schools of Mashonaland West Province, Zimbabwe. The study was stimulated by the serious financial challenges in secondary schools as characterised by failure to follow laid down procedures, disagreements, inadequate training and lack of knowledge by both school heads and SDC members in managing finances. The interpretive paradigm and qualitative approach guided the study. A case study design was adopted and purposively sampled participants constituted five school heads, five School Development Committee chairpersons, five School Development Committee treasurers and five school bursars. Thematically analysed data was collected through semi-structured interviews and document analysis. The findings revealed that manuals and policy circulars influence the way schools formulate their budgets as they give clear steps that should be followed. It also emerged from the study that the school finance committee is responsible for drawing the school budget after consultation with other stakeholders. It was found that training of school heads, School Development Committee members and bursars influence financial management to a larger extent and there is a very strong relationship between financial management training and effectiveness of financial management in secondary schools. The study concluded that good working relationship among stakeholders and lack of knowledge by both school heads and School Development Committee members in managing school finances greatly influence the way they execute their duty of managing school finances. The study recommends further research that explores strategies that can be established for improving the way schools manage finances.
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.
Issue-Based Learning and Transformative Pedagogies: Zimbabwe
(2023) Sibanda, L.; Phuthi, N.
Managing Learner Behaviour in a Virtual Classroom: Experiences of Selected Private High School Teachers in Bulawayo Metropolitan Province, Zimbabwe
(2021) Sibanda, L.
The study examined experiences of private high school teachers in managing learners’ behaviour in virtual classrooms. The study was motivated by paradigm shift from physical classroom to virtual classroom in most educational institutions globally because of corona virus pandemic. A qualitative study, rooted in interpretive paradigm employed case study design. The participants who constituted ten teachers were purposively selected from two private high schools in Bulawayo Metropolitan Province. The data solicited through emailed openended questionnaire were transcribed, coded and thematically analysed. The findings revealed that there is a mixture of good and bad behaviour in a virtual classroom just like in a physical classroom. The results showed that private high school teachers have adopted diverse strategies to manage learners’ behaviour in virtual classrooms such as use of collaborative learning, ensuring that learners’ videos are on throughout the lesson, constantly referring to learners by their names to remain alert, punctuality in starting online lessons and marking attendance register. The study established that private high school teachers experienced innumerable challenges in managing learners’ behaviour in virtual classrooms. It emerged that some learners absent themselves from lessons although they have all resources supporting their learning, and there was lack of collaboration from some parents who were reluctant to guide their children in behaviour modification. The results further suggest that the private high schools support the management of learners’ behaviour through various ways which include providing timetable which is shared with learners and parents to ensure that learners do not miss the lessons and distributing school rules with consequences well spelt out, to learners and parents. It emerged that the school heads regularly engage learners to moral and values sessions. The study established that the parents are appraised of their children’s attendance and performance through a weekly summary report sent by the schools. The study concludes that the selected private schools apply whole school approach to manage learners’ behaviour in virtual learning. The study recommends that private high schools should train parents to acquaint them with roles they should play in assisting their children in virtual learning.
Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners.
(2020-07) Sibanda, L.; Mantwasa, J.
This qualitative study, guided by interpretive paradigm, explored how secondary schools use modelling positive behaviour strategy to instil positive discipline among learners in Bulawayo Metropolitan Province, Zimbabwe. The study was enthused by the abolition of corporal punishment, exclusion due to delinquent behaviour and adoption of positive, inclusive discipline strategies to maintain order in schools. A case study design purposively sampled four schools in which four school heads, twenty members of the disciplinary committee, four school counsellors, two education officers, four School Development Committee chairpersons and forty prefects participated. Data collected through focus group interviews, semi-structured interviews and document analysis were thematically analysed. The results indicated that secondary schools adopted the modelling positive behaviour strategy to instil positive discipline among learners. New staff members’ orientation focused on conduct, modelling of positive behaviour whenever teachers, learners and parents interact as they perform various activities in the school environment. The study also established that prefects as role models were afforded opportunity to lead assembly sessions. The study concluded that in spite of a few cases of misconduct, it is evident that modelling positive behaviour strategy produced affirmative outcomes in schools understudy. The study recommends further research that explores other strategies that could be adopted by schools to maintain positive discipline particularly in rural schools.
National STEM education framework: Teachers’ perspectives on the 2015-2022 curriculum cycle
(Scientia Publica Media, 2024) Manokore, K.; Sibanda, L.
Throughout the world, nations are busy investing in Science, Technology, Engineering and Mathematics (STEM) to prepare innovative minds that can spearhead the development and sustainable growth of their economies. Zimbabwe’s participation in the global economy is premised on the preference for STEM education system. The introduction of the Competence-Based Curriculum (CBC) in Zimbabwe meant a shift in the general aims and objectives of the education system. The transformation meant a move from an academic oriented and content-focused curriculum to one that is skills-based, giving prominence to continuous assessment over final examinations. To explore classroom practitioners’ perceptions of the first cycle of the CBC, 20 purposively selected STEM teachers participated in the study. A qualitative research approach and case study design were adopted as study methodology. Thematically analysed data were collected through focus group interviews with participants. The study focused on support systems available for STEM education in secondary schools and how the absence of the national framework affects its implementation. The study found that there were limited support systems for STEM education as some schools did not have adequate facilities and equipment such as science laboratories, apparatus, science consumables, computer laboratories, computer hardware and software among others. It came out from the study that the absence of national framework had negative effect on the implementation of STEM education in secondary schools. The study concluded that though the secondary schools experienced constraints in implementing STEM education there were noticeable pockets of good practices in some schools, for example, learners graduating with competences for life skills. The study recommended that the schools should engage stakeholders for support in provision of required resources. The Ministry of Primary and Secondary Education should expedite the development of a national framework for the effective implementation of STEM education.
Online Home Schooling: Are Parents Ready? Lessons from the Corona Virus Disease Induced Lock Down
(2020-09) Gwendoline, N.; Sibanda, L.
The outbreak of the corona virus disease (COVID-19) in China around December 2019 led to the premature closure of schools globally. This was done to ensure reduced transmission of the disease. Due to the indefinite level two lockdown in Zimbabwe, schools remain closed. This has led to online home schooling, where schools send work to parents who conduct and monitor the lessons on their behalf. This study sought to find out the experiences and readiness of parents in Bulawayo Metropolitan Province, Zimbabwe, who were expected to conduct lessons online. The study which is situated in the interpretive paradigm and qualitative approach collected data from ten purposively selected parents as key informants. Qualitative data was collected using emailed open-ended questionnaires in compliance with COVID-19 regulations. Results revealed that parents found it difficult to conduct online lessons due to costly data, lack of expert knowledge and teaching pedagogy, unclear instructions from teachers, unavailable or shared gadgets at home and poor internet connectivity. Schools were also said to be piling up work, disregarding parents’ other responsibilities. Conclusions drawn were that most of the parents were not ready for online home schooling although they perceived the exercise to be beneficial. Recommendations were that schools should conduct training sessions for staff and parents, have formal feedback sessions and exercise flexibility for execution and submission of work and continue online lessons post COVID-19. Further research could be conducted to find out learners’ perceptions of online home schooling.
Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe
(2017) Sibanda, L.; Mpofu, M.
The study assessed factors constraining use of positive discipline practices in Mzilikazi District Secondary Schools. Qualitative approach and case study design were employed. Purposively selected participants from four secondary schools comprised four school heads; twenty members of the disciplinary committee, four school counsellors, forty prefects and four School Development Committee chairpersons. Data analysed thematically were collected using face to face semi-structured interviews and focus group interviews. Results revealed that lack of role models, ineffective communication, not rewarding positive behaviour, ineffective monitoring and inadequate financial resources constrained use of positive discipline practices in selected schools. The study concluded that factors that constrained use of positive discipline practices in schools mainly emanated from teachers, learners, parents and the members of the community. It is recommended that schools should initiate training programmes for teachers and parents to positively influence their discipline practices in enhancing use of positive discipline practices.
Provision of quality education in private schools: reflective practices in low-cost private secondary schools in Bulawayo Metropolitan Province, Zimbabwe
(2021) Midzi, S.; Sibanda, L.; Mathwasa, J.
Quality in education has become a cause for concern to every stakeholder in education. The study sought to assess the provision of quality education in low-cost private secondary schools in Bulawayo Metropolitan Province. The study adopted the interpretivist paradigm in qualitative approach, using a case study design. Semistructured interviews and document analysis were used for collecting thematically analysed data from purposively sampled four school heads and six teachers from lowcost private secondary schools. The study established that in pursuit for quality education, selected schools employed qualified teachers who engage in continuous professional development programmes to sharpen their teaching skills. The findings revealed that the schools understudy are making efforts to offer practical science and computer lessons using the limited resources to ensure the provision of quality education. It emerged that selected schools use e-learning and multimedia resources which arouse learners’ interests and increase the retention rates. It came out that the schools understudy have environmental clubs which work together with school health departments in attending to sanitary issues. Whilst selected schools practiced heterogeneous grouping, the findings revealed that learners with physical disabilities are not enrolled in those schools due to lack of appropriate physical facilities and there are no teachers with relevant expertise to teach learners with special needs. The study revealed that the Ministry of Primary and Secondary Education provided guidelines in the form of policy documents and circulars to monitor the provision of quality education in the selected schools. Despite the efforts made by low-cost secondary schools in providing quality education, the study found that high staff turnover is negatively affecting the quality of education due to lack of continuity in learning. The findings indicated that inadequate learning resources and infrastructure such as libraries, computer and science laboratories, internet services, and lack of teachers with special needs expertise adversely affected the provision of quality education. The study concludes that lack of financial resources is a hindrance in the provision of quality education in low-cost secondary schools. The study recommends that a comparative study on provision of quality education should be conducted in private trust secondary schools.
PSYCHOSOCIAL SUPPORT SERVICES FOR ADOLESCENT MALE LEARNERS WITH BEHAVIOURAL PROBLEMS: A CASE OF THREE INSIZA DISTRICT SECONDARY SCHOOLS IN MATABELELAND SOUTH PROVINCE, ZIMBABWE.
(Common Ground Research Networks, 2024) Dhlula, C; Sibanda, L.
This study sought to examine how educators provided psychosocial support services to adolescent male learners with behavioural problems in three Insiza District Secondary Schools, Matabeleland South Province. The study was guided by interpretivist paradigm, adopted qualitative approach and employed case study design. Data were collected from a population sample comprising twelve male learners, three educators and three counsellors through focus group discussions for learners, and in-depth semi-structured interviews for educators and counsellors. The results of the study revealed that educators established the needs of the individual learners first before applying the intervention. The study found that the strategies used by educators to provide psychosocial support services to adolescent male learners involved promoting mindfulness, promoting social, emotional and behavioural learning, enhancing connectedness among learners, staff, and families, providing psychosocial skills training and cognitive behavioural interventions and guidance and counselling. The findings further indicated that adolescent male learners with behavioural problems were taught life skills such as team work, responsibility, good decision making, critical thinking, stress management, health and life skills, honesty and integrity. They are also taught tolerance, selfsufficiency, relationships, self-esteem, self-control, communication skills, conflict resolution, and, leadership skills and community involvement. The study established that educators encountered a number of challenges in provision of psychosocial support services to adolescent male learners with behaviour problems. The challenges comprised inadequate training, stress and emotional strain, lack of support, time constraints, difficulty in establishing rapport, and vicarious traumatisation. The study concluded that despite the challenges faced in providing psychosocial support services to adolescent male learners with behaviour problems, educators in selected Insiza District Secondary Schools used varied strategies to assist learners. The study recommended that the Ministry of Primary and Secondary Education should intensify training of educators to equip them with requisite knowledge and skills on provision of psychosocial support in schools.
Quality Art and Design Education among Physically Challenged Ordinary Level Learners at a Special Education Secondary School in Zimbabwe
(2022) Sibanda, Z.; Sibanda, L.
The twenty-first century Art and Design education for learners with disabilities has to swivel from just being a psychomotor remedy to assessable and skills oriented subject in special schools. This change is in sync with many educationists who view quality Art and Design education as a platform for helping learners to fully develop, including those with disabilities. Through quality Art and Design education, learners with disabilities are not only uplifted educationally but also socially, psychologically, intellectually and physically. Hence, this study assessed the provision of quality Art and Design education among physically challenged Ordinary Level learners in a Bulawayo Central District school in Zimbabwe. Interpretivist paradigm, qualitative approach and case study design were adopted. Thematically analysed data were collected through semi-structured interviews, focus group discussions and document analysis. Purposively chosen sample comprised sixteen physically challenged Ordinary Level Art and Design learners, two Art and Design teachers, two school administrators, one subject inspector, one physio-occupational therapist and three School Development Committee members. Findings reveal that active learning methodologies, low teacher-learner ratio, assessment practices and adaptable environment enhanced quality Art and Design education to physically challenged learners at the school understudy. However, inadequacy of assistive devices, human and instructional resources, and lack of support from other stakeholders compromised the quality of Art and Design education among physically challenged Ordinary Level learners at the school. The study concluded that though the selected school encountered some constraints in providing quality Art and Design education to physically challenged learners there were noticeable good practices adopted.
Radiology demand and capacity: A stochastic analysis based on care pathways
(Cogent OA, 2017-06-05) Sibanda, L.; Engel-Hills, P.; Hering, E.
: The definition of (care) pathways, their advantages and disadvantages and the associated theories since the 1950s have been reported. Important in the definitions is that clinical care pathways are defined for a single examination process and that variances in clinical examination or clinical setting introduce variances in the clinical pathway. The objective of this study was to provide stochastic evidence necessary to establish a radiology care map that has “the right people, doing the right things, in the right order, at the right time, in the right place, with the right outcome”. Following a rigorous ethics approval process, data was collected from all consenting departments, radiographers (in their individual professional capacities) and a random sample of patients through document review, interview and observational research approaches. The outcome of the study supports blurring the scope of practice boundaries and timely execution of radiography examinations. However, there remains the need for further research to map care pathways for other radiology procedures and patients whose care is more variable and less standard.
Strategies for Achieving Equity-Based Education: Towards an Equitable Education System
(2023) Sibanda, L.
This chapter focuses on strategies for achieving equity-based education. The concept of equity-based education has been examined. Factors that influence equity in education which include funding, access to high-level curriculum, teacher quality and discipline have been discussed. The discussion revealed that funding is a distinct indicator of equity in education, hence, establishing sustainable partnerships between the government and other potential funders is advisable. The chapter also revealed numerous equity strategies such as free and compulsory primary and secondary education for children, providing access to excluded groups of learners, improving the quality of teaching, adopting various forms of assessment strategies, increasing resource allocation, creating equitable learning environments, and creating an equity framework. The chapter suggests solutions and recommendations, and provides future research directions. Finally, conclusion is drawn from the arguments posed by literature observations.
Teaching Social Skills as a Proactive Discipline Management Strategy: Experiences of Selected Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe
(2018) Sibanda, L.
The study examined how secondary schools use proactive teaching social skills strategy to maintain discipline among learners in Bulawayo Metropolitan Province. The study was ingrained in interpretive paradigm, adopted qualitative approach and employed a case study design. Purposive sampling technique was used to select four secondary schools and participants who comprised two education officers, four school heads; four school counsellors, twenty members of the disciplinary committee, forty prefects and four school development committee chairpersons. Data were collected using semi-structured interviews and focus group interviews, and were analysed thematically. The study established that learners were taught social skills during guidance and counselling lessons and club sessions which were part of the co-curricular programmes offered in schools. It was found that the topics taught during the teaching of social skills included conduct, relationships, community involvement; decision-making skills, communication skills, drug and substance abuse, career guidance, stress management, honesty and integrity, conflict resolution, assertiveness, self-awareness and health issues, among others. The study also revealed that some learners were engaged in community activities to reach out to underprivileged members of the society. The results further indicated that the teaching social skills strategy was effective because it taught learners to be responsible for their behaviour and contributed to the reduction of unbecoming behaviour cases in schools. Nevertheless, the teaching social skills strategy faced constraints mainly from some teachers’ and parents’ negative attitudes towards social skills activities. The study concluded that the use of proactive teaching social skills strategy yielded positive results as schools exposed learners to multiple activities that contributed to the modification of learner behaviour which created a safe teaching and learning environment. The study recommended that schools should intensify the training programmes for teachers and parents to positively influence their attitudes towards the teaching of social skills in order to reinforce positive behaviour among learners.

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