https://cris.library.msu.ac.zw//handle/11408/2496 Wed, 22 Apr 2026 17:08:23 GMT 2026-04-22T17:08:23Z https://cris.library.msu.ac.zw//handle/11408/3998 Title: Challenges faced in the use of fieldtrips in the teaching and learning of history at ordinary level in Gwanda South District Authors: Moyo, Ngakhile Abstract: There are several methods of teaching that can be used in the teaching and learning of History at Ordinary Level. Field work activities in History present students with a chance to interact with the physical and human environment and try to draw relationships between the two. An understanding of these interaction creates an awareness of how human being should interact and draw future conclusions. Fieldwork presents the chance to interact and understand the relationships and processes that shape the world physically, socially economically and politically. Despite its valuable role in the History teaching, the method has not been used in most schools. The study, therefore, sought to establish challenges faced in the use of fieldtrips in the teaching and learning of the History. Due to the nature of the research, a qualitative approach was adopted employing the descriptive survey research design. Sixteen secondary schools in Gwanda South District made up the population and 3 of these schools made the sample. Random sampling was done in the selection of schools. Data were collected through distribution of the questionnaire, personal interviews and document analysis. The gathered data were presented in tables, pie charts, and bar graphs. Thematic and comparative analysis followed the presentation of data. Noted challenges included time, finance, teachers’ incompetence, nature of syllabus and many others. The researcher recommends that parents need to be educated on the importance of field trips in teaching and learning of History so that they will become supportive. Students should be punished for misbehaving during the field trip so that field trips may succeed and play an important role in as far as teaching and learning of History is concerned. Teachers should also be competent enough to use fieldtrips in the teaching and learning and the school administrators should give enough support. Wed, 01 Nov 2017 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/3998 2017-11-01T00:00:00Z Moyo, Ngakhile https://cris.library.msu.ac.zw//handle/11408/3939 Title: An investigation into the causes of learners’ negative attitudes towards History at Secondary School level in Mount Darwin District Rural Schools. Authors: Mukwesha, Ropafadzo Abstract: The study sought to examine the causes of learners’ negative attitudes towards History at Secondary School level in Mount Darwin District Rural Schools. The study also offers the ways that can be used to improve learners’ attitudes. Mount Darwin District has 47 Secondary Schools. For the purpose of this study the researcher focused on 3 rural schools only. The researcher used a sample of 45 learners, 15 teachers and 3 Heads of Departments’ .The descriptive survey research design was used to gather pertinent information. Questionnaires for pupils and teachers and interviews for History head of departments were used to gather relevant data for the study. The researcher used Purposive sampling to select the schools .Simple random sampling was used in the selection of teachers and pupils. From the study it materialized that learners’ in Mount Darwin District rural schools develops negative attitudes due to the way the subject is taught, shortage of History material resources, the influence of parents and guardians, teacher attitudes, introduction of STEM and the introduction of the New Curriculum. Nevertheless, the researcher also concluded that even though learners developed negative attitudes towards History at Secondary level, they can be stimulated by effectively equipping the schools with enough History material resources, making use of the interactive methodologies and empowering the parents or guardians on the value of History in their pupil’s lives. The researcher recommended that the teachers should always avoid expository methods of teaching History and that carrier guidance should be given to the students at an earlier stage. Tue, 01 May 2018 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/3939 2018-05-01T00:00:00Z Mukwesha, Ropafadzo https://cris.library.msu.ac.zw//handle/11408/3737 Title: Resourcing the implementation of Zimbabwe’s new updated curriculum: analysis of rural primary schools experiences in Murewa Nheweyembwa cluster in Murewa district Authors: Gift, Chinaka Abstract: The main purpose of this study was to analyse rural primary schools experiences in resourcing the implementation of the Zimbabwe 2017 updated primary school curriculum in Nheweyembwa Cluster in Murewa North district in Mashonaland East province. The objectives of this study were: To determine factors that are affecting the implementation of the updated primary school curriculum in rural primary schools; to establish the extent to which school mobilisation strategies are addressing resource inadequacy in schools; to determine resource mobilisation efforts for the implementation of the new curriculum; and explore schools mobilisation efforts for the implementation of the updated curriculum. In navigating this study, the researcher adopted the system model as the theoretical framework because of the fact that resources needed for curriculum implementation are inputs, management functions are processes and learner achievements and competences achieved are outputs of the system. The study targeted 7 primary schools in Nheweyembwa Cluster in Murewa District. The study was underpinned by the interpretive paradigm based on participants’ experiences. In navigating this study, a mixed method approach and a case study design were employed. The questionnaires were administered to all Heads of primary schools in the Cluster and forty-one (41) teachers who were currently teaching from ECD level up to Grade 5 level. Piloting of the questionnaires was conducted before the actual data collection to determine the validity and reliability of the research instruments. Research permit was obtained from the Ministry of Primary and Secondary Education Mashonaland East Provincial office and Murewa District offices. The data collected were processed and analysed using descriptive statistics. Major findings of the study are that most school have a critical shortage of material resources; teachers lack skills needed in the implementation of the Competence Based Curriculum The study recommends that school should be adequately be supported with material resources as well as human resources for effective implementation of the Competence Based Curriculum. Government to fund professional development of teachers so as to promote professional competence by offering training support services to teachers and school heads on resource mobilisation strategies and to ensure equitable distribution of resources to schools for curriculum implementation; further research be carried out in urban primary schools to identify challenges and opportunities that have so far been experienced in the implementation of the Competence Based Curriculum. Tue, 01 Jan 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/3737 2019-01-01T00:00:00Z Gift, Chinaka https://cris.library.msu.ac.zw//handle/11408/3575 Title: Factors that lead to high failure rate in history subject in selected schools in Mberengwa district Authors: Zhou, Melody Abstract: This study attempted to look at factors that lead to high failure rate in history subject at Ordinary level in Mberengwa district. The study centered on main reasons why pupils perform badly in History subject. Reasons that gave rise to the research are ,lack of resources in rural based schools ,negative attitude toward learning, lack of specialist teachers are some of factors that lead to high failure rate in history subject. Descriptive survey was used as a research design. Data was collected using questionnaire and interviews from history teachers, heads of history department, school heads. The size of the sample comprises of five school teachers, three heads of department, two school heads and forty students. The researcher established that there was high failure rate in history subject due to negative attitudes, shortage of resources, unqualified teachers, and unavailability of national school syllabus and absences of feedback from ZIMSEC. The researcher recommended that parents and schools should cultivate positive attitudes, curriculum planners should design a national syllabus and feedback should be issued to schools and seminars and workshops to be done at cluster level. Sun, 01 Jan 2017 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/3575 2017-01-01T00:00:00Z Zhou, Melody