Effectiveness of starters and plenary sessions in improvement of Form 4 Combined Science students at four schools in Chitungwiza District-Harare Metropolitan Province
- Author
- Mandinika, P.S.
- Title
- Effectiveness of starters and plenary sessions in improvement of Form 4 Combined Science students at four schools in Chitungwiza District-Harare Metropolitan Province
- Abstract
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With a primary focus on the 4a1 combined science class at Seke Mhuriimwe Secondary School in the Zengeza zone of Chitungwiza District, this study examined the efficacy of starters and plenary sessions in enhancing the performance of combined science pupils. In addition to using a mixed methods approach that included a survey, school administrator interviews, instructional observations, and student assessment tests, the research embraced a pragmatic perspective. According to the survey results, starters and plenary sessions were deemed successful by most teachers and students in improving comprehension, engagement, and knowledge retention in integrated science topics. Interviews with deputies and school heads revealed that only a small percentage of teachers were frequently utilizing these session styles in their classrooms. Lesson observations of the 4a1 combined science class corroborated the perceived effectiveness of starters and plenary sessions. The researchers noted that these session structures enabled the teacher to effectively review prior knowledge, introduce new content, and consolidate learning by encouraging student-centered discussions and activity-based learning. Analysis of student assessment data showed a statistically significant increase in test scores (p < 0.05) for the 4a1 class, which consistently implemented starters and plenary sessions, compared to other combined science classes that did not. The study concluded that starters and plenary sessions are effective pedagogical strategies for improving the performance of combined science students. These session formats help to activate students' prior knowledge, sustain engagement, and facilitate the synthesis of new information, leading to enhanced understanding and retention of scientific concepts. However, the findings also suggest that the inconsistent use of these session structures across schools and classrooms may limit their overall impact on student learning outcomes.The implications of this study emphasize the need for ongoing professional development for teachers to encourage the consistent implementation of starters and
plenary sessions in combined science instruction. Additionally, the integration of these session structures within school policies and curriculum frameworks could further strengthen their impact on student learning and performance in this critical subject area - Date
- 2024
- Publisher
- BUSE
- Keywords
- combined science
- starters and plenary sessions
- Supervisor
- Dr. H Chinhara
- Media
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MANDINIKA PRIDE SURBY