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Author
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Ndlovu, Patricia
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Title
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Problems hindering effective teaching of biology in rural secondary schools. A case study of three rural secondary schools in Gwanda North district
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Abstract
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This study investigated the problems hindering effective teaching of Biology in rural secondary schools in Gwanda North District. A case study design was employed, involving three rural secondary schools. Data collection methods included questionnaires, interviews, and observations. Results revealed that inadequate resources, teacher shortages, poor infrastructure, and lack of community support were major obstacles to effective Biology teaching. Additionally, language barriers, inadequate teacher training, and a curriculum disconnected from rural students' needs further exacerbated the challenges. The study recommends strategies to address these challenges, including resource provision, teacher training, infrastructure development, and community engagement. The findings have implications for improving Biology education in rural areas, enhancing student learning outcomes, and promoting scientific literacy. Data generation, analysis, and discussion were grounded in an constructivism paradigm and qualitative approach. The researcher used document analysis and interviews in generating data. In this research study, ten learners were conveniently selected and four teachers were purposively selected to form the sample for this study. The generated data were analyzed according to themes derived from the formulated research questions. Findings of the study revealed strategies used by teachers in preparing learners for ordinary level biology examination and how are these strategies are used by teachers as well as challenges encountered in trying to prepare learners for ordinary level biology examination. Possible, solutions to the encountered challenges in trying to prepare learners for ordinary level biology examination using different strategies, had also to be suggested. Findings, analyzed data and interpreted data, the researcher had eventually concluded that the factors influencing learners performance are the teacher factor, learner factor, and external factor, and all these plays a significant role in shaping learners performance in biology .The teacher subject matter, knowledge, learner motivation, availability of resources and parental support are other key factors that are crucial that determines learners performances. The researcher recommends that teachers should use a variety of educational technologies to cater to the learners' different learning styles and there is a need for staff development to teachers on the contemporary strategies that can be used in the preparation for ordinary level biology as well as teacher training and development programs at school or district level. The school should provide adequate resources to support biology instructions and involvement of parents in supporting learner’s activities. Furthermore, government and various stakeholders are encouraged to assist by sponsoring these technologies in schools to supplement the available technological resources.
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Date
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June 2024
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Publisher
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BUSE
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Keywords
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Teaching of Biology
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Rural Secondary Schools
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Supervisor
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Dr Shasha,
Ndlovu, Patricia..pdf