Department of Science, Mathematics and Technology Education
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- ItemA 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
- ItemAlignments and Mismatches of Policies on Children with Learning Difficulties/Disabilities to Professional Practice Expectations in Zimbabwe: A Reality Check(American Journal of Educational Research, 2021-08-04) Tlou, F.N.; Nyoni, T.The problem of gross discrepancies between educational inclusive policy rhetoric for learners with disability and applicability of such intentions in implementation has raised concerns of stakeholders in Zimbabwe. This paper examines whether or not policy prescriptions by the Zimbabwe Ministry of Primary & Secondary Education (MoPSE) for the primary level learners with difficulties are aligned or mis-aligned to actual implementation actions that are a reality on the ground. The paper interrogates these issues with regards to provision of specialised support services, checking if these are fulfilled for learners with disabilities, and argues that if they do not occur, then learning is impeded. The study was located in the interpretive paradigm which used a qualitative approach and a case study design. Participants were drawn from the Metropolitan Provincial Psychological Services team, Parents of children from one selected school and a head of school in the same Province. Results showed that while to a limited extent the specialists identified a few children in the province as falling in the learning difficulties category, the greater number was not identified. Of those identified, specialists hardly serviced them because of lack of resources and this constituted a mismatch of the pronounced claims with what is happening. The paper advances calls for advocacy for policies to be suitably aligned to the expectations purported in ministry claims.
- ItemBarriers to the Implementation of Agenda 2030 United Nations Global Goals in the Zimbabwean Higher Education Context(International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 2022-07-07) Mhlanga, E.; Tlou, F.N.; Phuthi, G.S.N.; Manokore, K.; Sibanda, Z.; Chasokela, D.; Mpofu, M.; Sibanda, L.The struggle towards development is not acquiring anticipated progress in Zimbabwe. This study unearthed barriers to a fruitful implementation of Agenda2030 United Nations goals in the Zimbabwean context. An interpretive paradigm was used for the study and a qualitative approach that embraced a case study was employed. Data was collected through face-to-face interviews with the professional stakeholders. Among the highly ranked barriers towards the implementation of Agenda 2030 are deprived sustainability education in academic organizations, lack of resources to implement the goals, unawareness of development and its cost benefits, low prioritization and resistance to cultural change in academic institutions. The research recommends adequate sustainability education in academic institutions to positively impact the required cultural change in the industry. There is demand for suitable government policies that support implementation of Agenda 2030. The study also advices for the need of the implementation of Agenda 2030in education through continuing professional development and to improve the thinking and practicability of sustainable practice in Zimbabwe.
- ItemFuzzy PI Based Motor Speed Control using DSP TMS320F2812(International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 2022) Chasokela, D.Alternating Current (AC) induction machine plays an important role in the entire industry and daily life. This is due to their robustness, inexpensive and easy to maintain in a period of time. Vector control is used in large numbers in the speed control of AC induction machine. High dynamic performance high speed precision and wide constant torque range capabilities are the key benefits of vector control. Stability of the system during transient process and a wide range of operation are assured through the application of vector control. The purpose of this thesis is to study the vector control of AC induction machine based on the principles of the AC speed control system, vector control and fuzzy Proportional integral (PI) control, and implementing the digital vector control systems based on the digital signal processor (Digital Signal Processor-DSP TMS320F2812) from Texas Instruments. The mathematical modeling of the AC induction motor and the principles of vector control and fuzzy systems are overviewed first. Fuzzy PI regulator is then proposed to carry out the regulation of the motor speed. The fuzzy PI is an intelligent technique that has evolved in the last decades and it emulates the human way of thinking. Therefore the fuzzy PI does not need the exact mathematical model. In-depth study of fuzzy PI and the normal PI was carried out. Matlab/Simulink software is used to simulate the vector control of the AC induction motor with both fuzzy PI regulator and normal PI regulator for comparative purposes. Simulation results showed that fuzzy PI has a better performance in terms of stability, faster response and robustness, and the fluctuation ripples are also smaller. Experiments had been done on the laboratory platform of AC drive system with the help of AC speed control monitor program designed in Laboratory Virtual Instrument Engineering Workbench (LabVIEW) under variable operating conditions. The experimental waveforms were captured using the LabVIEW monitoring software. In order to carry out real time implementation, Code Composer Studio and SEEDXDS510plus Emulator are adopted to programming and testing with the DSP TMS320F2812. Experiments results show that the fuzzy PI regulator performs better than normal PI regulator, as fuzzy PI regulator indicates better waveforms of torque and speed responses during acceleration and deceleration, especially when the motor is operating on lower speeds.
- ItemGrounded theory in Educational Research: A literature review of features and processes(2022) Shava, G.N.; Tlou, F.N.; Shonhiwa, S.Grounded theory which is a systematic methodology of discovering theory from data in social science and educational research is considered a general methodology and a way of thinking about conceptualizing data. Using Grounded theory, meaning is negotiated and understood through interactions with others in a social process. This desk top research provides an overview of the features of grounded theory, and in the process, activities involved in using grounded theory are highlighted. Further weaknesses and strengths of grounded theory are discussed. In this article we argue that using an appropriate research method for an inquiry is critical to successful educational research.
- ItemGrounded theory in Educational Research: A literature review of features and processes(International Journal of Advanced Multidisciplinary Research and Studies, 2022-02-13) Shava G. N.; Tlou F. N.; Shonhiwa S.Grounded theory which is a systematic methodology of discovering theory from data in social science and educational research is considered a general methodology and a way of thinking about conceptualizing data. Using Grounded theory, meaning is negotiated and understood through interactions with others in a social process. This desk top research provides an overview of the features of grounded theory, and in the process, activities involved in using grounded theory are highlighted. Further weaknesses and strengths of grounded theory are discussed. In this article we argue that using an appropriate research method for an inquiry is critical to successful educational research.
- ItemIS THERE A SOLUTION TO HIGH PRICING OF PRIMARY AND SECONDARY SCHOOL TEXTBOOKS IN BULAWAYO?(The Journal of LiberaL Arts Education, 2022-04-14) Mhone, N.; Ndlovu, M.J.; Zulu, E.; Masukume, C.; Tlou, F.N.The objective of the study was to investigate the causes of the high cost of primary and secondary school textbooks in Bulawayo and establish if there is a possible solution to the pricing of books. The study was a descriptive qualitative and quantitative survey. Data were collected through 90 questionnaires (having distributed 105) and seven in-depth interviews from parents, primary and secondary school teachers, ministry officials, printing companies, retailers/bookshops, street vendors and photocopying business people. The study found that high textbook pricing was a result of parents’ low income and reduced disposable income, the import duty, the economic hardships, the scarcity of textbooks and the use of middlemen in the supply chain. As a result, parents opted for cheaper alternatives such as photocopying, buying from street vendors or flea markets, while some totally forgo purchasing new textbooks and rely on schools to provide. Some parents wait for donors to chip in, or use the Internet, or sell each other photocopied books, while private schools provided all study materials hence they were not directly affected by the high cost of textbooks. The study recommended Government to consider strongly supporting local publishing and printing of secondary textbooks. It further urged local publishers to go electronic and charge lower prices since they will not incur printing costs. It was also recommended that schools should consider e-books for ‘O’ and ‘A’ Levels in an effort to reduce the costs of textbooks at these two levels.
- ItemPromoting Inclusivity Through Quality Assessment in Rural Secondary Schools(Springer Nature, 2020) Sibanda, L.; Mathwasa, J.The current trend in the education systems globally is the focus on education for sustainable development, which emphasises on lifelong learning for all learners with or without disabilities. The education systems are expected to create environments that promote inclusivity in all levels of education. The aspect of assessment in inclusive education plays a pivotal role in the teaching and learning process. It is critical that the assessment practices adopted by schools should be of high quality to promote inclusivity. Depending on the purposes of assessment, schools mainly employ formative and summative assessments, which are referred to as assessment for learning and assessment of learning, respectively. The assessment practices in inclusive education system should ensure collaboration of all stakeholders to meet the diverse needs of every learner. However, myriad obstacles that hinder quality assessment in inclusive education have been identified in rural schools. These include lack of teacher competencies to deal with diverse needs of learners in regular classes, inadequate resources and facilities, passive pedagogical methods, and inflexible curriculum that offers no accommodation, modification, or personalization. Capacitating teachers through continuous professional development and transforming the teacher education curriculum are some of the suggested intervention strategies that could enhance inclusive education in rural schools. This chapter, therefore, presents how inclusive education can be enhanced through quality assessment in rural secondary schools. The issues of inclusive education concept, principles of quality assessment, types of assessment, assessment practices in inclusive learning, constraining factors to quality assessment, and intervention strategies are dealt with in this chapter.
- ItemPSYCHOSOCIAL SUPPORT SERVICES FOR ADOLESCENT MALE LEARNERS WITH BEHAVIOURAL PROBLEMS: A CASE OF THREE INSIZA DISTRICT SECONDARY SCHOOLS IN MATABELELAND SOUTH PROVINCE, ZIMBABWE(International Journal of Education Humanities and Social Science, 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.
- ItemWomen in Higher Education Leadership and Parenthood: Experiences from a University in Zimbabwe(Springer Nature, 2021-02) Shava, G.N.; Chasokela, D.In Zimbabwe and most probably the rest of Africa, the occupational and leadership status of women in higher education leadership is still suffering a wide gap as there is unequal representation in leadership positions between men and women. Although women have made substantial gains in higher education learning institutions, they have not achieved parity with men. Women in Zimbabwe higher education are particularly underrepresented at higher levels of leadership and the percentage of female executives decline with increasing organizational rank. Despite the fact that women constitute the majority of workforce in universities in Zimbabwe, they remain poorly represented in high-level leadership positions. Where women have attained high-level leadership positions, they remain disadvantaged, their progress remain impeded due to parenthood responsibilities. Despite the fact that in Zimbabwe today women earn the majority of college and university degrees, they are less likely than men to experience benefits associated with leadership and promotion and they continue to represent a smaller proportion of leadership positions. This study derived from a qualitative case study undertaken at a university in Zimbabwe was conducted to establish challenges faced by women in higher education leadership. The research findings indicated that cultural and social barriers continue to grow and pose a formidable barrier to women in leadership positions. The researchers argue that organizational structures, parenthood and culture make it difficult for women to rise into higher levels in leadership positions.