STEM teaching and learning at primary school level: a case study of a primary school in Goromonzi district
- Author
- Mapuranga, Conistance.
- Title
- STEM teaching and learning at primary school level: a case study of a primary school in Goromonzi district
- Abstract
- This study investigated the challenges faced by primary school teachers in teaching Science, Technology, Engineering and Mathematics -based subjects, the impact of teachers' lack of training and expertise on students' understanding and performance, and strategies to support teachers in effectively delivering STEM lessons. The study was conducted at a Primary School in Zimbabwe. The study aimed to investigate the specific challenges faced by primary school teachers in teaching STEM-based subjects despite lacking specialized training, examine the impact of teachers' lack of training and expertise on students' understanding and performance and identify strategies to support teachers in effectively delivering STEM lessons. The study employed a mixed-methods approach, combining both qualitative and quantitative data collection and analysis methods. Data was collected through questionnaires, focus group discussion s and interviews. The study revealed that primary school teachers faced numerous challenges in teaching STEM-based subjects, including lack of specialized training, inadequate resources, and insufficient support. The study also found that teachers' lack of training and expertise significantly impacted students' understanding and performance in STEM subjects. Furthermore, the study identified several strategies to support teachers in effectively delivering STEM lessons, including professional development programs, collaborative planning, and access to resources and technology. Based on the findings, the study recommends that the Ministry of Education and schools provide primary school teachers with specialized training and support in teaching STEM-based subjects. Additionally, schools should provide teachers with access to resources and technology to enhance STEM teaching and learning. Finally, the study recommends that teachers engage in collaborative planning and professional development programs to improve their teaching practices and student outcomes.
- Date
- November 2025
- Publisher
- BUSE
- Keywords
- STEM teaching and learning
- Supervisor
- Dr.G. Sunzuma
- Item sets
- Faculty of Science Education
