General Statistics

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Geo Map
Region #
NA - North America 2501
AS - Asia, other 1657
SA - South America 726
EU - Europe 591
AF - Africa 532
OC - Oceania 191
Unknown 152
Total 6350
Country #
US - United States of America 2413
BR - Brazil 588
SG - Singapore 583
ZW - Zimbabwe 383
HK - Hong Kong 295
CN - China 286
DE - Germany 214
AU - Australia 190
VN - Vietnam 185
IN - India 122
other - Other Country 1088
Total 6347
City #
Singapore 387
Harare 281
Central 279
Boardman 158
Hanover 85
Ho Chi Minh City 80
Shanghai 80
Ashburn 62
Santa Clara 56
Beijing 51
other 3891
Total 5410
Most viewed items #
ID: bdb53700-e9c3-4f49-9fd0-7976011bd5ea - Standing at the crossroads: An overview of reflections on paradigms of African women’s inclusion and exclusion in the religion and gender relations discourse in Zimbabwe 189
ID: c4c436d3-5531-4aa7-8a6f-5a22c1390a74 - A- Level Textile Technology and Design Curriculum Compatibility with Industry Requirements in Harare, Zimbabwe 187
ID: 1369dd96-87b7-4b11-a680-3383feedf991 - Teachers’ Perceptions and implementation of inquiry-based learning in rural schools 172
ID: de217fcc-d5a9-40aa-8c55-eb25501d36eb - Pupils'perceptions and their teachers' awareness of continuity in mathematics instruction at the primary- secondary transition phase in gweru urban schools in Zimbabwe 165
ID: 58f0643b-842d-4bcc-add0-090d71a2c0ab - A- Level Textile Technology and Design Curriculum Compatibility with Industry Requirements in Harare, Zimbabwe 161
ID: fd0def81-08a6-4d83-8e35-43593b274dc9 - Decolonising the Zimbabwean ordinary level Food Technology and Design curriculum 161
ID: 45067231-eb7c-49f0-a46a-40e2189482f8 - The Impact of Change in Fashion and Fabrics Coursework Requirements at Ordinary Level: A Case Study of Lower Gweru Schools in Zimbabwe 160
ID: e4ee34ab-3cb5-4783-815f-6ebe169c0b0b - Features of a Developing Mathematics Professional Learning Community and Affordances for Teacher Learning Opportunities 158
ID: 8d64c319-9393-4a8f-b8fb-385ed89de101 - Creating and Developing Capacities for National Healing and Peace Building in Zimbabwe Through ‘Difficult History’ 155
ID: 9119456f-5ebd-4bcc-a4bc-14a125822b16 - Naming, space and power in Noviolet Bulawayo’s We need new Names (2013) and Lawrence Hoba’s ‘The first Trek – The pioneers’ in The Trek and other stories (2009) : Windhoek, Namibia, 18-20 September 2017 155
ID: 19b7ce44-0fc6-4b75-821c-c13fc56348bc - Impact of integrating smartphones in the teaching and learning of Mathematics in Chegato Cluster, Mberengwa district, Zimbabwe 154
ID: 99444d58-357a-4cad-a33b-996e040ff70d - Inclusive education among learners with visual impairments in Masvingo North District, Zimbabwe 154
ID: 737f202a-73ab-4e39-bec3-b0a1969dab6c - Christian spirituality as protective factors against drugs and substance abuse by Zimbabwean youths: A case of the Catholic church in Gweru urban 144
ID: 532bb21b-8c8b-431c-b693-bc9f55edc072 - Interface between gender and the COVID-19 induced work-from-home policy: evidence from a Zimbabwe University 141
ID: 5797da64-dd5f-49da-aea0-1d236ccfcd97 - Disability and disaster risk reduction as an incongruent matrix: Lessons from rural Zimbabwe 138
ID: 85abe929-0a2d-4af6-af92-31ac0dde9745 - Safety and hygiene interventions to protect learners in the school environment: PPE considerations for primary school learners in Zimbabwe. 127
ID: c063becd-ec6d-4884-b8bb-0186edb11b6c - Decolonising participatory research: can Ubuntu philosophy contribute something? 126
ID: 563847f4-927f-43f4-be12-64eac5bc35c9 - The Change Project Approach: A response for reorienting teacher education to address Education 2030 in southern Africa – The case of Midlands State University, Zimbabwe 125
ID: c49bf173-f487-4f45-b5e5-697ed1b040cf - Positioning Africa in the global politics surrounding the covid-19 pandemic: A historical appraisal 123
ID: ab155846-08da-4074-b89b-adeebefaab45 - Reimagining the Teaching of STEM Subjects Through Arts-Based and Participatory Methodologies 122
ID: 7f46deee-80bc-49b2-8904-1d15480de12a - The quest for quality project supervision: supervisor- supervisee relationship in the Education Faculty at Midlands State University in Zimbabwe 121
ID: ad229d38-37a7-4f6a-a324-f9743f90ab6e - The Eight Years of Interaction: Lessons from Zimbabwe’s Look East Policy and the Future of African Countries and Asia-Pacific Region 121
ID: 71eb16a5-c590-4ef9-b8bf-0e639ff2d780 - Direct or indirect teacher written corrective feedback: Zimbabwe junior secondary school English composition learners’ preferences beyond Covid-19 era 118
ID: 92220282-f7e7-4591-b6e3-ebf8ca117774 - Calamities Abound: Impact of COVID-19 Face-to-Screen Induced Learning among University Students in Zimbabwe 117
ID: 4613a7ae-8cd5-464d-8d1e-70eeefee9a1e - Critical Appreciation of the Dichotomy of Harm and Healing in Selected War Fiction in Shona Language - Communal and Everyday Aspects of Healing in Zimbabwe 116
ID: 55267762-f4dd-4f88-a907-a6a5daea9f5c - Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe 116
ID: 8682193c-6c0c-463a-9bfa-1f08b1205354 - Are our COVID-19 response and recovery efforts in sync with the principles of disaster risk reduction?. 115
ID: 9f8b74c0-a5b2-4df7-ab2b-b8fe36960abf - Academic publishing demystified 110
ID: 7575a32a-5239-44ce-af7d-4db24eb71a21 - University Lecturers and Students Preparedness for Online Teaching and Learning in Zimbabwe 107
ID: 01273670-ac9c-4d4d-8de8-aaa82b5d7b04 - Mathematics teacher identity in a professional learning community: Paper Presented on the 2nd - 7th April 2013, Cape Town, South Africa 104
ID: 3a982910-4d3e-4a72-a7bc-0f24af664019 - Implementing a Target-Task Problem-Solving Model in teaching Electrochemistry to Advanced level chemistry learners. 104
ID: 2f07ff26-5fc3-4b0a-8203-521c1ded8806 - The Zimbabwe liberation war family in selected war novels - implications to post-independence governance 102
ID: 6fbedd96-2841-4c17-9d6a-6bb55331bef7 - Colonial Economic Disempowerment and the Responses of the Hlengwe Peasantry of the South East Lowveld of Zimbabwe: 1890-1965 101
ID: 618b5c5a-1c23-4544-a8d6-dad5bd892800 - Metaphors of the challenges on project completion: experiences of block release students and their supervisors at Midlands State University 95
ID: fb9ed5e4-6ceb-441c-82a5-40ce0f122412 - A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design 87
ID: 9056841b-34c9-4f8c-8152-2ce317fed17e - Optimising multimodality in the teaching of Literature in English at Advanced Level in Zimbabwean schools. 83
ID: 2f616012-454b-490c-a494-3b66f8c0a705 - Faculty of education lecturers’ and students’ perceptions on the utilisation of e-Learning at Midlands State University in Zimbabwe 81
ID: 16175893-9e2e-4c5b-85e7-3554665e56b7 - Instructional interventions used to develop cognitive academic language proficiency in the teaching of a content area subject to English second language learners. 79
ID: 9089561e-bd6e-4cfe-9d81-d14f201e6355 - Assessment strategies for work related learning in industrial clothing design and construction. A case of two polytechnic colleges in Zimbabwe. 78
ID: 87428f8a-706e-4f6c-a8af-5b13a94ae088 - Motivations and expectations of pre service student teachers specialising in mathematics at two primary teachers colleges in Zimbabwe 77
ID: 24f4be68-714c-4f68-9679-bf547ef35a88 - Dynamics of Political Entrepreneurship among the Elites in Post-Colonial Zimbabwe 76
ID: dbf2dcfd-aee6-4218-9fb5-57bce4cbb9de - Criterion and norm referenced tests in the education system: livening up the debate 76
ID: 4248feac-40eb-486d-ac03-c7575434ce21 - Comparative Effect of Two Problem-solving Instructional Strategies on Students’ Achievement in Stoichiometry 75
ID: fa66d086-c6e8-4a98-9a97-8545d49251f3 - Effects of sociocultural beliefs on science education in Zimbabwe: implications for science teaching 73
ID: f3815205-fcfd-4d90-b878-dd89b54f3f0a - The teaching of geometric (Isometric) transformations at secondary school level: what approach to use and why? 72
ID: 0749b7d5-63bb-4be3-b8c6-a70bf3990212 - Challenges faced in the implementation of localised advanced level geography syllabus: a case of Harare high schools 69
ID: a7e30f04-1ace-48ef-81d9-c2892a613ac0 - Learning in professional learning communities: shifts in mathematics teachers’ practices 69
ID: ab30b428-f7b3-4d53-9d11-5d10a8219f11 - Perceptions on belt marking system in Zimbabwe: a case of Advanced Level Geography Syllabus 9156. 68
ID: 1b522cff-dd0f-435b-8df8-c1f337296041 - The relevance of the current Zimbabwean ordinary level mathematics curriculum to industry: a case of Gweru Urban 66
ID: 80ea736b-00cc-4050-9130-ce7c63275865 - Conversations in a professional learning community: an analysis of teacher learning opportunities in mathematics 65
ID: d182f950-b089-46a0-99b2-8575598dc12e - In-service teachers’ perceptions and interpretations of students’ errors in mathematics 64
Total 5822


Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Tot
2022 00 0000 0001 712 20
2023 1815 55384353 913646 30 317
2024 01 64165101302 7585438388 121323 2063
2025 63626 18661566171 198628830344 2230 3950
Ever 6350