Investigation on the effective implementation of continuous assessment in teaching and learning of Combined Science: A Case of one school in Hurungwe District, Zimbabwe
- Author
- Mazembe, Makomborero
- Title
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Investigation on the effective implementation of continuous assessment in teaching and learning of Combined Science: A Case of one school in Hurungwe District, Zimbabwe
- Abstract
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The study sought to assess on how one secondary school in Masanga cluster in Hurungwe district implement continuous assessment learning activities (CALA), to the teaching and learning of combined science at form three level. This study was motivated by the outcry of teachers who were finding CALA activities difficult to execute. Meanwhile, learners reported that teachers were also finding it difficult to guide students, changing goal-post each time students sought for assistance. One of the objective was to assess the teachers’ knowledge of CALA, because with a clear cut understanding of the meaning they would be in a position to assist their learners. The other objective was to identify strategies teachers use to carry out continuous assessment. Finally the researcher also wanted to find out the support structures that were in the schools to assist teachers. This study was guided by a post-positivism paradigm, which stipulates that knowledge is not objective but comes from a variety of sources, as opposed to quantitative research paradigm. A qualitative research approach was used by the researcher, which sought to elicit quality data from a variety of sources. The study used a case study research design, where data was collected from one secondary school. The researcher used interview schedules, documents (policies, statutory instruments and circulars) and focus group discussion as tools to gather the data for the study. The findings of the study showed that there was poor planning by the Ministry of primary and secondary education in the implementation of CALA, as teachers stated that as implementers of the curriculum they were not informed before the implementation process. Furthermore, teachers reported of sporadic workshops that were done at district and circuit level, which also were not very informative. Furthermore, teachers stated that CALA was implemented through the trial and error methods and in most cases everyone was confused. The researcher recommended the involvement of teachers, more workshops and in service training for all stakeholder so that they could make informed and critical decisions.
- Date
- 2022
- Publisher
- BUSE
- Keywords
- CALA
- Teaching and learning of Combined Science
- Hurungwe District
- Supervisor
- Dr. Chinhara, H.
- Media
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MuzembeM HBSCBio.docx