Teacher influence on school student learning outcomes at National Museums in Zimbabwe

Abstract

School teachers often visit museums with school pupils for educational and enjoyment purposes. However, very little is known about the influence of teachers in pupils’ learning that takes place in museums. This study investigates how and the extent to which school teachers facilitate student learning from museums. This study employed qualitative and quantitative research approaches, utilizing interviews, observations, and questionnaires as research instruments. A total of 1,000 school teachers participated in this study that was conducted from August 2013 to December 2016. Study results established that they are three types of teachers who accompany students to museums: enthusiastic, passive, and opportunist, and these teacher types influence student learning both positively and negatively. The majority of the teachers who participated in this study can be categorized as passive or opportunist. These teachers did not positively contribute to student learning during museum trips. This study therefore provides discussion on how school teachers can facilitate effective learning among their pupils in Zimbabwe’s museums.