Exploring e-learning in Zimbabwean Physics education: challenges and opportunities. Case study of Hokodzi secondary school in Murewa district, Mashonaland East, Zimbabwe

Author

Matunga, Olson

Title

Exploring e-learning in Zimbabwean Physics education:
challenges and opportunities. Case study of Hokodzi
secondary school in Murewa district, Mashonaland East,
Zimbabwe

Abstract

This study explored e-learning in Physics Education in Zimbabwean secondary schools, investigating challenges and opportunities. A mixed-methods approach was used, combining both qualitative and quantitative data. The study found that while e-learning has the potential to enhance physics education, various challenges hinder its effective implementation. These lack of digital literacy skills among teachers and students, and inadequate training and support for teachers. The study also identified opportunities for e-learning in physics education, such as improved access to digital resources, enhanced student engagement, and personalized learning. The findings suggest that addressing the challenges and harnessing the opportunities of e-learning can improve physics education outcomes in Zimbabwean Secondary Schools. The study recommends that the government, educational institutions, teachers, and students work together to develop and implement effective e-learning strategies, provide training and support for teachers, and improve access to digital resources and infrastructure. The study contributes to the existing body of knowledge on e-learning in physics education and highlights areas for further research.

Date

June 2024

Publisher

BUSE

Keywords

E-learning

Physics education

Secondary schools

Challenges and opportunities

Digital literacy

Teacher training

Supervisor

Mr. Manyeredzi