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Author
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Chikati, Watson
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Title
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Research on the challenges faced by teachers in using ICT in Biology teaching and learning in secondary schools: a case study of selected secondary schools around Muzondidya cluster in Zaka district in Masvingo province in Zimbabwe
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Abstract
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This research explores the challenges secondary school teachers face when integrating Information and Communication Technology (ICT) into Biology instruction, focusing on the Muzondidya cluster in Zaka District, Masvingo Province, Zimbabwe. Despite the Ministry of Primary and Secondary Education’s emphasis on Science, Technology, Engineering, and Mathematics (STEM) and a competence-based curriculum, the effective implementation of ICT is hindered by significant systemic and individual barriers. The study utilizes a descriptive survey research design, employing a mixed-methods approach to gather both quantitative and qualitative data. A sample of 50 participants—including 10 teachers, 20 learners, 10 parents, and 10 computer science students was selected to provide a comprehensive view of the ICT landscape in rural secondary schools. Data collection was facilitated through Likert-scale questionnaires and semi-structured interview protocols to establish the current level of ICT usage and identify specific obstacles. Findings reveal that critical external barriers include a severe shortage of equipment such as computers, printers, and projectors, alongside unreliable internet connectivity and inconsistent electricity supply. Internally, the research highlights a lack of pedagogical ICT training, noting that existing professional development often focuses on basic computer literacy rather than practical classroom integration. Furthermore, the study identifies a lack of timely technical support and a deficiency in administrative leadership as factors that discourage teachers from adopting new technologies. Individual factors, such as teacher competence, age-related attitudes, and gender gaps in technical skills, also influence the frequency and quality of ICT use. The study concludes that while teachers express a desire to integrate ICT, these multi-level challenges lead to low technology uptake and the occasional misuse of resources. To address these issues, the research recommends the establishment of robust technical support networks and the implementation of continuous, subject-specific professional development programs. By addressing these infrastructure and training gaps, education authorities can better fulfill their mission of providing quality, 21st-century education to rural learners.
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Date
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2025
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Publisher
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BUSE
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Keywords
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Information and Communication Technology
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Biology
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Teachers
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Supervisor
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Dr Makado
Chikati, Watson.pdf