Interrogating the role of parents in promoting improved science, technology, engineering and mathematics education in rural day secondary schools in Zimbabwe

Kadziya, Lizias; Ndebele, Clever

doi:10.31920/2634-3649/2020/v10n4a6

Cited by 2 publications

(1 citation statement)

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“…These challenges range from facilitators' capability to teach STEM subjects to availability of resources in schools to fully teach STEM subjects effectively. These results are consistent with what Ingersoll and Perda (2009), Kuenzi (2008), Mukomana (2019), Shernoff et al (2017), Kadziya andNdebele (2020), andSid W. Richardson Foundation Forum (2012) found.…”

Section: Discussionsupporting

confidence: 90%

Needs Assessment for Facilitators in Teaching of STEM Subjects in Under-Resourced Rural Schools: Case of Lupane and Hwange Districts in Zimbabwe

Mwembe

Mdlongwa

2022

International Journal of Professional Development, Learners and

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The aim of the study was to determine the various needs facilitators and schools lack for effective teaching of science, technology, engineering, and mathematics (STEM) subjects, in both the primary and secondary underresourced rural schools. This survey was conducted from February 2019 to March 2019, in Lupane and Hwange Districts. A multi-stage sampling method was used for collecting data. Focus group discussions were also used in collecting data and were conducted prior to issuance of questionnaires for completion by the participants. In analyzing data, odds ratio (OR) were calculated to compare the relative odds between outcomes and variables of interest. The survey found out that female facilitators were lagging behind in the uptake and training of teaching of STEM subjects, which could be attributed to family responsibilities. It was established that some needs such as lesson delivery skills, research skills and capacitation were highly needed in primary schools as compared to secondary schools. While other needs identified were equally needed in both primary and secondary schools. These include but are not limited to conducting team teaching with other facilitators, linking topics and lessons across classes and lessons, application skills and STEM activities. It was highly recommended that primary and secondary school facilitators be funded to attend capacitation platforms in teaching of STEM subjects for effective teaching of STEM in rural schools and using locally available resources, as limited resources is the order of the day in rural schools. Schools must be equipped with tools and structures such as laboratories. If schools cannot build laboratories, it was recommended that mobile laboratories be established to improve teaching of STEM subjects in under-resourced rural schools. One mobile laboratory can service many schools in the district and improve the pass rate of STEM subjects.

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Section: Discussionsupporting

confidence: 90%

Needs Assessment for Facilitators in Teaching of STEM Subjects in Under-Resourced Rural Schools: Case of Lupane and Hwange Districts in Zimbabwe

Mwembe

Mdlongwa

2022

International Journal of Professional Development, Learners and

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Re-visioning Zimbabwe’s Science, Technology, Engineering and Mathematics for Secondary Schools through the Science Teacher Education Programme

Mufanechiya,

Makgalwa

2024

JELT

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The study highlights the necessity of developing innovation, creativity, and scientific competencies among Zimbabwean secondary school learners for their future social and economic engagement and participation. It explored the government’s efforts to enhance access to STEM education through the Science Teaching Education Programme (STEP) for secondary schools. Five STEM lecturers and ten STEM student teachers were purposefully selected to participate in the study. Focus group discussions with respect to student teachers, in-depth interviews with lecturers and on-site observation of the infrastructure were the data collection instruments. The research, employing a phenomenological framework, identified challenges such as resource constraints, inadequate infrastructure, and lecturer turnover as factors threatening the successful implementation of the programme. The study recommended that the government and other educational stakeholders provide additional support and resources for STEM lecturers, such as professional development opportunities, mentorship programmes, and access to cutting-edge technology and tools to produce teachers who can make a difference through the STEP programme. Thus, the study expands knowledge on discourses regarding growing challenges related to the effective institutional provision of STEM education in Zimbabwe. Keywords: College of Education, Science Teaching Education Programme (STEP), Science, Technology, Engineering and Mathematics (STEM), Secondary Schools, Student Teachers, Technology

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Interrogating the role of parents in promoting improved science, technology, engineering and mathematics education in rural day secondary schools in Zimbabwe

Cited by 2 publications

References 0 publications

Needs Assessment for Facilitators in Teaching of STEM Subjects in Under-Resourced Rural Schools: Case of Lupane and Hwange Districts in Zimbabwe

Needs Assessment for Facilitators in Teaching of STEM Subjects in Under-Resourced Rural Schools: Case of Lupane and Hwange Districts in Zimbabwe

Re-visioning Zimbabwe’s Science, Technology, Engineering and Mathematics for Secondary Schools through the Science Teacher Education Programme

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