Teachers’ Perceptions of the Assessment Structure of the O’level History Syllabus [2167] in Zimbabwe: A Case Study of Zaka District.

Mapetere, Kudakwashe; Makaye, Jeriphanos; Muguti, Tasara

doi:10.15580/gjer.2012.4.102512153

Cited by 3 publications

(6 citation statements)

References 6 publications

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“…That may have been the case because the examination's design absolves history teachers who admit to being ignorant of how to teach for the source-based question, which permits the non-teaching of the question. The results corroborate several studies (Fogo, 2014;Kellaghan & Greaney, 2020;Mapetere et al, 2012;Van Hoover & Yeager, 2013) that assert that even in cases where pre-service teachers were instructed in source-based teaching methodologies, they were often neglected because of the emphasis placed on the textbook and examinations.…”

Section: Examination Oriented Teachingsupporting

confidence: 87%

“…The teaching of critical thinking skills is not an easy process. For example, in Zimbabwe and South Africa, lack of orientation, poor teacher preparation, learning support materials that are frequently out of print or insufficiently used in the classroom, large class sizes, and the continued use of traditional exams for assessment all hinder the teaching of critical thinking skills (Dube & Moyo, 2022;Dombo & Mujere, 2023;Godsell, 2022;Mapetere et al, 2012). That being so, however, there is no one answer that provides the strategies that can be used to teach critical thinking skills in history teaching.…”

Section: Critical Thinking Skills and History Teachingmentioning

confidence: 99%

“…Even though the Syllabus 2167 calls for this teaching for the source-based question in Paper 1 of the examination, research evidence has also demonstrated that there is no source-based teaching of history Zimbabwe. Mapetere al. (2012) agree with when they state that examiner reports have indicated that students are shunning the source-based question because history teachers are no longer teaching it, despite the question's critical role in the development of critical thinking skills.…”

Section: Examination Oriented Teachingmentioning

confidence: 99%

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A Model for Developing Critical Thinking Skills in Teaching History: Lessons from Zimbabwe

Chimbunde,

Moreeng,

Chawira

2023

JCVE

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Developing critical thinking skills in students has proved to be elusive for Zimbabwean history teachers. Using critical theory and its strands of critical pedagogy and constructivism, this qualitative case study engrained in the interpretive paradigm investigates whether the current practices by history teachers enhance the development of critical thinking skills and then discusses how classroom practitioners can develop critical thinking in teaching. A multiple case study design was adopted to generate data using document analysis, interviews and lessons observations. The sample, chosen for detailed study through purposive sampling, included three history teachers from three secondary schools in the Gweru Urban District in the Midlands province of Zimbabwe. Evidence from the study reveals that history teachers continue to use teacher-centred methods of teaching, textbooks as the only resource, poor questioning techniques, and traditional assessment procedures that do not promote the development of critical thinking skills. It is recommended that history teaching must focus on the development of critical thinking skills rather than on the mastery of content for sustainable development to happen as dictated by the demands of the 21st century. To support that, the study proposes a transformative-interactive model to enhance the development of critical thinking skills. The research concludes that critical thinking skills do not happen arbitrarily but are developed. This study extends scholarship on history teaching by challenging and encouraging teachers to reflect on their role in the teaching of history to transform them into the designers of, and researchers of, curriculum methodology.

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Section: Examination Oriented Teachingsupporting

confidence: 87%

Section: Critical Thinking Skills and History Teachingmentioning

confidence: 99%

Section: Examination Oriented Teachingmentioning

confidence: 99%

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A Model for Developing Critical Thinking Skills in Teaching History: Lessons from Zimbabwe

Chimbunde,

Moreeng,

Chawira

2023

JCVE

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“…Nonetheless, the revelation that a History candidate could pass the examination without responding to the higher order question impacted negatively on the History 2167 syllabus. A study by Mapetere, Makaye & Muguti, (2012) in Zaka district in Zimbabwe concluded that the tri-segmented structure of essay questions gave prominence to factual regurgitation and prevented History students from developing genuine higher order skills.…”

Section: In the Opinion Of Mr Chitondomentioning

confidence: 99%

Teachers’ perceptions on development and implementation of History 2167 syllabus in Zimbabwe

Sengai

Mokhele

2021

CJES

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The purpose of this study is to examine the perceptions of teachers on the development and implementation process of the History 2167 syllabus reform in Zimbabwe. Successful implementation of syllabus reforms depends on teachers’ ownership and knowledge about the reform ideas. Teachers are the closest individuals to the circumstances of the decisions made and their role as implementers gives them a significant influence on curriculum decisions. However, studies on syllabus development and implementation have often explored these processes using the input from other stakeholders while overlooking teacher perceptions. Data for this qualitative phenomenological study were generated from transcripts of in-depth interviews with five purposively sampled history teachers drawn from five secondary schools in the Glen. View/ Mufakose District in Harare Metropolitan Province. Findings showed that the success of curriculum reforms largely rests on the shoulders of teachers, since they are the ones who put reform ideas into practice. We conclude that in order for curriculum reforms to succeed, the policy-makers and teachers should work harmoniously to cultivate appropriate instructional practices. We recommend that teachers should actively participate in the syllabus development process, as well as have the power to influence the decisions about the implementation of the curriculum. Key words: development and implementation; History 2167 syllabus; syllabus reform; teachers’ perceptions.

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“…In most cases assessment has remained content based thus undoing the skills approach suggested by 'new 'History. Mapetere, Makaye and Muguti (2012) observe that in the current 'O 'level History syllabus 2167, pupils may pass the final examination with at least a B grade without attempting part C of the question which applies skills enshrined in the new History concept.…”

mentioning

confidence: 99%

The New History Concept

Mapetere¹

2013

GJER

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This study employed the literature review methodology to examine the concept 'New History' and its significance to classroom practice .The concept of the process approach in the teaching of History has attracted the attention of academics the world over but its implementation has re remained illusionary. The paper advances that there is need to vigorously pursue the approach of new History through renewed methodologies and new assessment procedures which do not promote factual regurgitation. History teachers and historians of general persuasions should live to the expectations of a new dispensation and walk the new History talk. There is need to staff develop teachers to make them more conversant with the new paradigm before History learning degenerates into a monotonous memorization activity. The four corners of the classroom should be broken if History students are to be actors of the History play instead of them being indifferent spectators.

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Teachers’ Perceptions of the Assessment Structure of the O’level History Syllabus [2167] in Zimbabwe: A Case Study of Zaka District.

Cited by 3 publications

References 6 publications

A Model for Developing Critical Thinking Skills in Teaching History: Lessons from Zimbabwe

A Model for Developing Critical Thinking Skills in Teaching History: Lessons from Zimbabwe

Teachers’ perceptions on development and implementation of History 2167 syllabus in Zimbabwe

The New History Concept

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