The effects of classroom management in the teaching and learning of combined science in Zimbabwe.

Author
Shoshore , Sabina
Title
The effects of classroom management in the teaching and learning of combined science in Zimbabwe.
Abstract
The study was set to assess the effect of classroom management in the teaching of combined science. The topic was motivated by the fact the development of new technologies and changing curriculum in Zimbabwe coupled with changing education policies, has necessitated the need for new approaches to teaching and learning of Combined Sciences. A descriptive research design was used and qualitative data was used. The targeted population was made up of 60 respondents and the sample was made up of 40. The much needed data for a successful research was generated using primary and secondary methods. The data was obtained through questionnaire and interviews. Data from questionnaires was analysed using excel and Statistical Package for Social Sciences (SPSS) to correlate data. Challenges were experienced in conducting this research. The research was conducted whilst the researcher was at work and time management was a challenge. The researcher, however managed to overcome these challenges through leaving questionnaires with respondents to respond on their free time and also working overtime. Some of the interviews were held over the phone, this led to a high response rate. The main conclusion was that there is a positive effect of classroom management on the teaching of combined science. It therefore concluded that there is a strong relationship between classroom management and teaching of combined science. The study therefore, recommended that there is need for teacher in service training to equip them with modern trends of classroom management in order to maintain a good pass rate in combined science.
Date
June 2024
Publisher
BUSE
Keywords
curriculum, teaching and learning, combined science
Supervisor
Dr C Makuvire
Item sets
Department of Curriculum and Educational Management
Media
Shoshore S..pdf

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