Teachers views on the approaches that can be used to integrate critical thinking skills into the teaching and learning of Science in Zimbabwe Secondary Schools. A Case study of one school in Beitbridge district
- Author
- Dzonge, Dzingai
- Title
- Teachers views on the approaches that can be used to integrate critical thinking skills into the teaching and learning of Science in Zimbabwe Secondary Schools. A Case study of one school in Beitbridge district
- Abstract
- This study was carried out in Beitbridge district to determine the factors leading to the poor performance in the teaching and learning in science in secondary schools due to lack of critical thinking strategies used in secondary school. Purposive sampling was used to select respondents. Data was collected using interviews and observation. The study analyzed data tables, pie charts and bar graphs. The study was carried out after obtaining recommendation letter from the Bindura University of Science Education and it was presented to the head for permission to interview science teachers. The findings indicated that, the poor performance in form four examinations was associated with, poor supply of teaching and learning materials, high teacher-student ratio (1:55) and poor teaching methodology, early marriage by learners, distance from school, nature of subject and reluctance of teacher’s application of strategies during teaching and learning due to perceived risks, unproven perceptions and bias. It was further found that, the effects of parental involvement on student academic achievement depend on both school characteristics and the nature of parental involvement in that, when students are having trouble with school, their parents are more likely to become involved by maintaining contact with the school. Teacher student ratio was positively correlated with the achievement scores. It can be concluded that inadequate teaching and learning materials, high teacher-student ratio and poor working environment have a significant impact on student achievement. From the findings, it is recommended that there should be conducive working environment for teachers, adequate supply of teaching and learning materials, provision of motivation to teachers, proper recruitment and in-service training for teachers, use of proper teaching and learning methods, as well as community participation in schools’ activities and good child care. In addition, the findings revealed that teachers view the use of strategies that integrate critical thinking skills differently and the reason why they may not be ready to employ those strategies.
- Date
- June 2024
- Publisher
- BUSE
- Keywords
- Science
- Critical thinking skills
- Secondary schools
- Poor performance
- Teachers views
- Teaching and learning
- Supervisor
- Dr. G. Zinyeka
- Item sets
- Faculty of Science Education
- Media
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Dzonge, Dzingai.pdf