Exploring the teaching and learning of ordinary level combined Science practical components in rural areas

Author

Thula, Kaunye.

Title

Exploring the teaching and learning of ordinary level combined Science practical components in rural areas

Abstract

The study sought to analyse the teaching and learning of ‘O’ level Combined Science practical components at secondary school in Zimbabwe. The research further sought to establish ways of enhancing effective teaching and learning of practical components such that it produces employable and self-reliant school graduates. The study was motivated by the increasing numbers of the school leavers who were unemployable and could not sustain themselves through use of locally available resources. The study adopted a qualitative research approach which was considered appropriate in the study. A detailed case study approach using key informant interviews and questionnaires was utilized to solicit information pertinent to the study. Purposive and convenient sampling methods were employed to select the research participants. The research study also used simple random sampling. The study used emerging themes as the data analysis method. It revealed that the teaching and learning of practical components in secondary schools is marred with a lot of challenges in Zimbabwe. The study established that teachers were not competent enough to deliver Combined Science curriculum in Schools. This was a result of the type of training teachers received during training which was no longer congruent with the technological advancement which had taken place in the Science and Technology School curriculum. It was also instituted that schools were producing students who lacked the hands on skills necessary for them to be acceptable in the world of work. There was a stern shortage of equipment, tools, chemicals and machinery in Science departments in schools. The machinery and equipment in the departments were too old and broken. Furthermore, the study established that there was no collaboration between schools and industries. It was also established that learners were discontented by the teaching methods that teachers were using. Learners conveyed their desire for the industry to be involved in teaching and learning in schools. Based on the above findings, the study concluded that teachers were in capacitated to deliver Combined Science practical components due to the training they received in colleges and universities which was not congruent in the dynamics of technology. The study also concluded that the shortages of machinery and equipment also demotivated teachers and incapacitated them. It was also concluded that the lack of collaboration between schools and industries posed serious challenges to both learners and teachers. The study recommends that the quality of the existing teaching force must be improved mainly through extensive staff development training programs. There was need for teachers to be staff developed through training workshops in order to improve their competences. There should be collaboration among school management, teachers and the industry during curriculum design to improve their sense of ownership of Combined Science programs. To improve on learner’s acquisition of skills the study recommended that time for work integrated learning should be lengthened so that students leave the secondary school level equipped with relevant skills and knowledge.

Date

September 2022

Publisher

BUSE

Keywords

Exploring

Combined Science

Practical components

Challenges

Supervisor

Dr. M Chidarikire