Investigation into the usage of continuous assessment (ca) in teaching and learning of physics in Chimanimani District. · Electronic Theses and Dissertations

Author

Zembe, P.

Title

Investigation into the usage of continuous assessment (ca) in teaching and learning of physics in Chimanimani District.

Abstract

The study focused on one district, Chimanimani, of Manicaland and investigated challenges encountered when implementing continuous assessment (CA) since, there is a deterioration in the popularity of Physics education at the secondary level and poor performance prevailing in the schools. The study was guided by sub questions like, “How do teachers carry out continuous assessment learning activities (CA) when teaching physics?" Why do some teachers have a negative attitude towards the implementation of CA in Chimanimani District? What are better strategies to be used towards the implementation of CA?” A lot of literature was reviewed to determine the implementation of CA in the teaching and learning of physics. In trying to answer these questions, a case study was done using a qualitative research technique. It enables the study to get a more holistic picture of the answers to the research questions as well as gain deeper insight into the implementation of CA in the teaching of physics in secondary schools. The targeted population in the Chimanimani district was selected, which included physics teachers and learners from 10 schools, as well as important informants from MOPSE and the Teachers' Union. Using purposive and stratified sampling techniques, a sample of 100 students, ten teachers, and six important informants from MOPSE and the Teachers' Union were obtained. To solicit information, questionnaires were used as well as in-depth interviews. The collected data was then presented in the form of tables, figures, and graphs. It has been revealed by the data presented in Chapter 4 that obstacles faced by teachers and learners included lack of resources, inadequate training, heavy workloads, a high teacher-to-pupil ratio, and a lack of knowledge and abilities. Qualitative data were analysed using content analysis, whereas quantifiable data were coded and analyzed. This study recommended further study on the staff development sessions and how resources can be supplied by stakeholders. These results led to the conclusion that CA implementation might be made more effective by making resources available, offering training programmes on CA awareness, supervising learners and teachers, and including all stakeholders, especially parents and teachers.

Date

2024

Publisher

BUSE

Keywords

teaching and learning

physics

continuous assessment

Supervisor

Mr Manyeredzi