Exploring the applicability of Heritage Based Curriculum mathematics curriculum in Zimbabwe secondary schools. · Electronic Theses and Dissertations

Author

Chiwanza, M.

Title

Exploring the applicability of Heritage Based
Curriculum mathematics curriculum in Zimbabwe secondary schools.

Abstract

The success of any curriculum change is hinged in the preparedness of the teachers as the implementers. To realize the 2030 vision, teachers ought to be thoroughly prepared to introduce the Heritage Based Curriculum (HBC) with enthusiasm. Considering the recent changes and lack of scientific evidence, guidelines and discussions on teacher preparedness, the current study seeks to investigate the extent of which the mathematics teachers are prepared to implement the HBC mathematics curriculum. The research objectives that guided the study are; to assess the degree of teacher preparedness for Zimbabwean secondary school’s heritage-based mathematics curriculum; to investigate the challenges and gaps that may hinder the teachers’ preparedness in the successful implementation of the heritage-based (HBC) mathematics curriculum; to propose recommendations and strategies to enhance teacher preparedness and improve the applicability of
the Heritage Based mathematics Curriculum. The study was grounded on the Concerns Base Adoption Model theoretical framework developed by Hall and partners and the Teacher Self Efficacy Theory proposed by Albert Bandura. Based on the pragmatic paradigm, the researcher adopted the mixed method approach. The study targeted population was 180 mathematics teachers who are TCD students at Bindura University of Science Education at level 2.2. Random sampling was used to select 42 participants. Quantitative and qualitative data was collected using semi structured questionnaires and telephone interviews respectively. Quantitative data obtained was analyzed through descriptive statistics while qualitative data was thematically analyzed. The study
found out that lack of knowledge, poor remuneration, inadequate resource materials and lack of training and support influenced the lack of preparedness of mathematics teachers to implement the HBC mathematics curriculum. Further study findings, indicated lack of teacher involvement in
the curriculum development as another contributing factor in lack of teacher preparedness.
The researcher recommends that, teachers should be engaged in curriculum development, the relevant authorities should ensure that there is adequate resources need for the successful implementation
of the curriculum as well as improved salaries.

Date

2024

Publisher

BUSE

Keywords

Mathematics

secondary schools

Supervisor

Dr G Sunzuma