The significance of pragmatism in the teaching and learning of ‘O’ level physics: towards a framework of improved performance. A case of five selected schools in Kwekwe district.

Author
Mpofu, M.
Title
The significance of pragmatism in the teaching and learning of ‘O’ level physics: towards a framework of improved performance. A case of five selected schools in Kwekwe district.
Abstract
In this research project the researcher seeks to investigate the significance of pragmatism in the teaching and learning of ‘O’ level Physics in Kwekwe district high schools. This will lead to reduction of the reinforcement of the education 5.0 which is nowadays recommended in Zimbabwe. The researcher acknowledges the efforts of philosophers in education in its pragmatic approach in the education sector. In the final submission, the research implores education system in to see into it that pragmatic approaches are effectively implemented in the teaching and learning process. The pragmatic approach is so significant in that it instills some hands-on skills to the citizens, which will enable the self-sustainable lives of citizens. It also fosters critical thinking and problem solving among citizens. The study was qualitative in nature and relied on interviews and group work. Basing on this, the researcher recommends a the ministry of primary and secondary education to effectively monitor and supervise the teachers to implement the pragmatic approaches ii their teaching as this is our Zimbabwean blueprint of education 5.
Date
2024
Publisher
BUSE
Keywords
pragmatism
teaching and learning
‘O’ level physics
performance
Supervisor
Doctor G. Zinyeka
Item sets
Department of Science and Mathematical Foundations
Media
MPOFU MOSES

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