1.0.0.0 CHAPTER ONE
1.1.0 Introduction
The chapter outlined the background of study, statement of the problem, purpose
of the study, the main research questions and sub- questions, objectives,
theoretical framework, significance of the study, delimitations of the study and
definition of key terms.
1.1.1 Background of study
There has been concern from industry and universities involved in science and
technology about the shortage of students with Chemistry at Advanced Level to take
courses in Chemical Engineering and Applied Chemistry. This has been attributed to
the high failure rate in the subject in schools resulting in very few students being able
to advance in Chemistry studies at higher level. In secondary schools that have the
Chemistry syllabus at Ordinary Level in the Gokwe south district, pupils who were
chosen to do the subject were those that were regarded as gifted academically. After
the selection of students to do chemistry at O level, it was found that the pass rate in
the subject still remained very low affecting their selection at Advanced level. In 2013
Zimbabwe School Examination Council (ZIMSEC) November 2005 examination, the
pass rate in chemistry was 10% in the district. In the same year the national pass rate
was 10%, as reported in the Zimbabwe Schools Examinations Council Reports.
The low pass rate in Chemistry at O Level was a cause for concern for most school
heads in the district and also the schools involved in the recruitment of student for A
level Chemistry. Some schools decided to enrol students who came from other
districts and provinces with better passes than Gokwe South District schools leaving
their own products who had Cs with no places for A level studies at their respective
schools. The persistence poor performance by leaners at O level in chemistry resulted
in the learners being marginalised. Firstly these learners failed to be absorbed into the
science subjects at Advanced level in progressive schools. Secondly a lot of students
failed to secure places in tertiary colleges, including the National University of Science
and Technology (NUST). A snap survey conducted by the researcher revealed that of
the one hundred and thirty plus Bachelor of Education Degree (BED) In Applied
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Chemistry Part III students at NUST, only two student came from Gokwe South
District(GSD).Of these two student, only one student did his O level in Gokwe. This
figure translated to 0.8%, a figure too small when compared to the geographical size
of the district. While it was true that there were other universities where these students
could have joined, the fact still remained the same. The failure to get many students
at such a renowned institution of science and technology was a cause for concern.
Dokora (2012), pointed out that talented learners had the opportunity to pursue
Science Education to greater depths at A Level through pure sciences such as
Biology, Physics and Chemistry and their various combinations and configurations.
This arrangement allowed learners to specialise in fields like Medicine, Engineering
and Pharmacy.
Measures that have been taken to fully ensure the implementation of Chemistry
teaching in schools in Gokwe included the building of laboratories in every school by
School Development Associations (SDA).The provision of electricity in most
secondary schools was another measure to ensure that implementation of Sciences
was a success. The United Nation Children`s Education Fund (UNICEF) through its
Education Transition Fund and the Government of Zimbabwe in 2012 up to 2014
managed to supply basic textbooks and some science kits to aid in the teaching and
learning of
Integrated Science but not for Chemistry and Physics in secondary
schools. Regardless of these efforts by stakeholders, the outcomes of for the teaching
and learning were still not impressive. The study looked into some of the causes of the
high failure rate in Chemistry at O level in the Gokwe South District secondary schools
and also some strategies that could be employed to improve in the quality of passes
of Chemistry.
1.1.2 Statement of the problem
At the beginning of every academic year when Zimsec O-level results were released,
parents, teachers, newspapers, school heads and the school development
committees raised a lot of concerns about the high failure rate in chemistry. Chemistry
at O level was one of the subjects with a low pass rate amongst other science subjects.
Even though researches conducted by others elsewhere Tshabalala and Ncube(
2013) identified some internal and external school related factors that have contributed
to this state of affairs in certain parts of the country, the heads in the Gokwe South
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district expressed great concern about the recurring failure of students in public
examinations. While some mitigatory actions like the provision of textbooks were put
in place, the failure rate had not improved. There was therefore the need to conduct
an inquiry into what factors caused this state of affairs and to suggest ways of
improving the situation hence this study.
1.2.0 Purpose of the study
The purpose of this study was to find out how Chemistry can be implemented as a
subject in schools of Gokwe South so that there was an improvement in the pass rate
in public examinations. It was therefore justified to look into the challenges facing the
implementation of Chemistry teaching in schools within Gokwe district so that ways of
improving the pass rate were employed.
1.3.0 Research question
Why is the performance of Chemistry low in secondary schools of Gokwe South
District in terms of pass rate?
1.3.1 Sub questions
-
Were teachers qualified to teach Chemistry?
-
Were students committed to learn Chemistry?
-
Was there enough time to cover the Chemistry syllabus during the course?
-
Were chemicals/consumables enough to carry out practicals?
-
Did teachers research enough for the lessons?
1.4.0 Objectives
The study sought to find out if;
-
Teachers teaching Chemistry in schools were qualified to teach the subject.
-
Students` attitudes had a contribution in their learning of Chemistry at school.
-
There was enough teaching and learning of Chemistry in schools.
-
There were chemicals and consumables for the practical teaching of Chemistry.
-
Teachers researched enough in preparation for the Chemistry lessons.
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1.5.0 Theoretical Framework
This study was based on the constructivist theoretical framework. Robinson etal
(2008) explained that “facilitating learning puts the emphasis on the learners and their
interests and abilities (or abilities). The constructivist view showed that teachers and
learners were collaborators in the learning process and implies the need for student
motivation. Driscoll in Robinson etal (2008) highlighted the essential constructivist
elements included learning in relevant environment, social negotiation opportunities,
the need for multiple perspectives representations, encouragement of owner of
learning and self-awareness.
1.6.0 Significance of the study
The importance of study stemmed from the fact that if causes of student poor
performance in science were identified, solutions to mitigate these causes were to be
proffered. The study also hoped to sensitize major stakeholders in the education
system about the need to improve teaching and learning conditions for science. The
study paved way for policy making in Chemistry curricula in Zimbabwe at large. It was
presented as one of the steps towards improving science education and student
academic achievement through policy change. The other goal of the research was
specifically to improve secondary school teachers in chemistry teaching and learning
in the curriculum by integrating chemistry`s best methods content and delivery of
instruction. It was also hoped that the findings of the study would enable learners to
have a good attitudes and an interest in the subject Chemistry.
1.7.0 Delimitations of the study
The study concentrated on rural secondary schools in Gokwe South District that take
Chemistry in their curriculum. The study looked in the implementation of Chemistry
subject. Findings might not apply to other districts and provinces in the country where
the population size was even greater and the conditions for teaching and learning were
also different.
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1.8.0 Definitions of key terms
Chemicals
A distinct element or compound that is prepared for use in chemistry experiments.
Consumables
Materials that are used for carrying out experiments and they get used up once.
Apparatus
Equipment or tools that are required in particular activities or experiments in the
chemistry teaching.
Chemistry
A science subject which concerns the structure of the atom and behavior of matter.
Students
A student is a learner, or someone who attends an educational institution.
Administrators
Administrator may refer to a person responsible for the performance or management
of an organisation.
Internet
The Internet is a global system of interconnected computer networks that use the
standard Internet protocol suite (TCP/IP) to link several billion devices of information
technology.
Teacher
A teacher (also called a school teacher) is a person who provides education for
students.
Library
A library is a collection of sources of information and similar resources, made
accessible to students for reference or borrowing in a school.
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Chapter 2
2.0.0 Literature Review
2.1.0 Introduction
This chapter presented the theoretical framework which guided the study and a review
of related literature. The theoretical framework that the study based on was the
constructivist theory which highlighted collaboration between the student and teacher
in the learning process.
2.1.1 The constructivist theory in teaching chemistry
The theoretical foundation used to study the process of subject matter beliefs in
shaping in educational institutions was synthesized under a constructivist conceptual
framework. Robinson,Molenda and Rezabek(2008) explained that facilitating learning
put the emphasis on the learners and their interests and abilities or disabilities with
defining their learning problem and controlling their internal mental processes and
teachers supporting this process.
Constructivism was defined as “a process of constructing meaning; it is how people
make sense of their experience. Merriam etal (2007:291). David and Sumara (2002),
urged that he early development of constructivist theory could be attributed to the work
of John Dewey, Lev Vyotsky and Jean Piaget. Henson (2003) pointed out that
constructivism is a theory of learning and not of teaching. Wilson and Lowry
(2007:209) supported, “The constructivist learning environment is learner centered
rather than teacher centered.”
Constructivism was one of theory of learning which was developed in the recent years
and became a significant and dominant perspective in science education. According
to Robinson etal (2008) the constructivist model focused on constructing the
knowledge in the learners’ mind. Every student had different experiences, therefore
teacher had to be aware that knowledge was constructed differently in the learners’
mind.
This constructivist view showed teachers and learners as collaborators in the learning
process and implied the need for student motivation. Constructivists valued social
interactions in the learning process and they argued that knowledge was constructed
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by learners as they attempted to make sense of their experience. Students had their
own pre-existing knowledge based on their experiences that was constructed in their
mind Taber, (2006). Most studies showed the advantages of using this theory of
knowledge in the learning process regarding to recognize students’ alternative
conceptions.
Furthermore, research on the students’ alternative conceptions in chemistry have
been developed to improve teaching and learning chemistry. The investigations
showed that the chemistry educators realized the importance of students’ alternative
conceptions within the process of understanding the concepts in chemistry. Gagnon
and Callay (2006), indicated that, students’ difficulties to understand the concepts in
science were because the teachers had lack of knowledge on students’ prior
understanding of the concepts in the classroom. Moreover, Mulford & Robinson
(2002), argued that, alternate conceptions played important role in learning chemistry
than simply producing inadequate explanations to questions. Therefore, as chemistry
educators, it was important to understand the role of students’ alternative conceptions
in learning chemistry.
Teacher related factors that contributed to poor academic performance of students in
science.Students’ performance in Chemistry at ‘O’ level has been of great concern to
most people in this country, as their performance had not been encouraging. Several
factors were identified as causes of poor academic performance in Chemistry at ‘O’
level examinations. One cause that was relevant to consider was teacher attitude and
behavior towards teaching and learning in the school.
2.1.2 Teacher Qualification
The quality of the education system operative in any society is very much dependent
on the quality of teachers within the school system. Zvobgo (2001). Professional
qualifications were important in education. The professional skill of the teacher
‘establishes a productive classroom atmosphere from the start by means of good
organization and carefully planned teaching structures’ Farrant, (2002). Professional
competence, according to this author, often transformed into high quality of teaching
with the expectation that this would influence the learning of students. Teacher
professionalism should be exhibited in skills like giving prompt feedback, questioning,
dealing with students’ problems effectively and creating specific kinds of climate
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settings for different lessons, making sure that pupils understood and coped with the
amount of knowledge given to them. Gwarinda (2002) reported that a teacher who did
not have both academic and professional teacher qualification would undoubtedly
have a negative influence on the teaching and learning of his/her subjects. He further
stated that a teacher who is academically and professionally qualified, but works under
unfavorable working environment would be less dedicated to his work and thus be less
productive than a teacher who is unqualified but works under favorable environment.
Effective chemistry teaching and learning would entailed providing both the teachers
and students with an enabling pedagogical learning environment. The following factors
would
promote
effective
science
teaching
and
learning:
a
well-equipped
laboratory/science room, trained teachers, use of progressive teaching methods that
emphasise a "hands-on" and "minds-on approach," relevant teaching and learning
resources, and positive attitudes towards science teaching and learning by both
teachers and students Hodson, (2005).
2.1.3 Student commitment to the learning of chemistry
Research in recent years focused on identifying the key factors that promoted
academic success among learners. One of such factors was engagement and
learning. Student engagement according to Akey (2006) could be defined as the level
of participation and intrinsic interest that a student showed in school. The author
further posited that, engagement in schoolwork involved both behaviours such as
persistence, effort, attention and attitudes such as motivation, positive learning values,
enthusiasm, interest, and pride in success. Thus, engaged students seek out activities,
inside and outside the classroom, that lead to success of learning. They also display
curiosity, a desire to know more and positive emotional responses to learning. The
existence of differences between the students’ indigenous scientific knowledge and
scientific concepts taught at school observation was consistent with some African
scholars’ suggestions that the African culture and African worldview were impediments
to learning science Chiromo, (2004).
Zvobgo (2002), indicated that students’ beliefs about their competence and their
expectations for success in school was directly linked to their levels of engagement,
as well as to emotional states that promoted or interfered with their ability to be
academically successful. Akey (2006) was of the view that students who believed that
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they were academically incompetent tended to be more anxious in the classroom and
more fearful of revealing their ignorance. They feared that educational interactions
would result in embarrassment and humiliation, and this in turn, inhibited them from
behaving in ways that might help them, such as asking questions when they are
confused or engaging in trial-and-error problem solving. In addition such students were
more likely to avoid putting much effort into a task so that they could offer a plausible
alternative to low ability or lack of knowledge as an explanation for failure. Students
enjoyed learning more and learn better when what they were studying was of personal
interest and related to their lives.
The Relevance of Science Education by the ROSE project was a study that was
conducted in more than thirty countries, to listen to the views of students in the
penultimate year of secondary school education about what they expect out of learning
Chemistry. Schreiner and Sjoberg, (2006).The rationale of the ROSE project was to
listen to learners in order to include their ideas in the debate about the Chemistry
curriculum design. Mavhunga (2012) highlighted that learners views helped to sign
post the education enterprise to consider the needs and interests of the most important
stakeholder in education, the learner.
The earlier schools and teachers began to build students’ confidence in their ability to
do well, the better off students performed. Students’ perceptions of their capacity for
success were key to their engagement in school and learning. Schools should be
designed to enhance students’ feelings of accomplishment, Akey (2006).
2.1.4 Chemistry coverage during the course
Lateness and absenteeism reduced the amount of instructional time and these results
in the syllabi not being completed Etsey (2005). According to the author, the
completion of the syllabus for each subject in each class provided the foundation for
the next class to be built upon. Chemistry having the longest syllabus than other
sciences was very difficult to complete given the limited resources. When the syllabus
was not completed, content that should be taught in the next class which was based
on the previous class could not be taught. As these continued, there would be a
backlog of content not taught and this would affect the performance of the students.
Moreover, since the subject matter syllabuses tended to be spiral, the non-completion
of a syllabus tended to have cumulative effect on the pupils such that as they moved
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from grade to grade, they encountered materials they did not have the foundation to
study. In the final analysis, poor performance was the result. Unterhalter (2003),
noting the importance of the presence of a student in class wrote that it was the
student’s responsibility to make up work missed as a result of being absent. He also
added that the student must speak to each teacher upon return from an absence of
any duration to arrange to make up work missed. According to Paaku (2008), if a
student was absent for two days and beyond, double those days should be provided
to make up work missed. This indicated the need and importance of students’
regularity as a way of commitment in effective academic work before the student can
succeed.
2.1.6 Availability and use of consumables and learning materials
The availability and use of teaching and learning materials affected teachers’
motivation and the effectiveness of their lessons as well Etsey, (2005). Furthermore,
the effectiveness of a teachers’ lesson may be a determiner of an improved academic
performance. The use of appropriate teaching and learning materials in a teacher’s
lesson made the lessons more practical and well connected to the students’
environment. According to studies conducted by Etsey (2005), on causes of low
academic performance of students in some schools in Zimbabwe, one of the causes
identified was inadequacy of audio visual aids in the schools. The author concluded
that, the situation made it difficult for the students to understand the lessons and this
led to low performance. Musaazi (2004) looked at employers in terms of motivation of
employees was of the view that, when employers were unable to provide employees
with all the requisite or very unreliable materials for the completion of a job, it led to
frustration and the spillover effect might be inefficient and ineffective performance.
This normally happened when especially the employer expected the employee to
complete the job on schedule and with perfection, in spite of the unavailability of some
materials. Arko-Cobbah (2004), revealed that, the availability and use of teaching and
learning materials motivated and affected the effectiveness of teacher’s lessons as
well as enhanced the retentive memory of students hence improving academic
performance.
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2.1.7 Teachers` preparedness to teach chemistry
Teachers were the main actors in the curriculum. They played a decisive and crucial
role. Gatawa (2001:64) echoed that “the attitudes, qualifications and experience of
teachers will decide, to a very significant extent, the success or failure of any school
curriculum.” Gwarinda (2007), highlighted that teachers should be made to realize that
they were the bedrock of any educational systems and should therefore showed more
responsibility and commitment to their work. Many teachers lacked commitment to
their work. A good number of them were highly deficient in their subject areas and thus
failed to teach what they were supposed to teach Durotoye (2008). The completion of
the syllabuses for each subject in each class provided the foundation for the next class
to be built upon. When the syllabus was not completed, content that should be taught
in the next level which is based on the previous class cannot be taught. According to
Etsey (2005), if this trend of not completing the syllabus was continued, there would
be a backlog of content not taught and this would affect the performance of the
students at the end of the course. Besides, the non-completion of a syllabus tended
to have negative cumulative effect on the students such that as they moved from one
level to another level, they encountered materials they did not have the foundation to
study. In the final analysis this resulted in poor performance in public examinations. A
teacher’s influence can be unlimited and his/her ideas could affect thousands Mayer,
(2006). In view of this, it could be safely said that teacher commitment and work habits
had a direct bearing on the results of the learners. Where teachers lacked enthusiasm
they were unable to teach effectively. Etsey (2005), commented that, lack of
enthusiasm by the teacher made pupils not to be able to learn well and acquire much
classroom content and knowledge resulting in the poor performance in public
examinations. This was supported by Lockheed’s (2007) when he asserted that, lack
of motivation and professional commitment produced poor attendance and
unprofessional attitudes towards students which in turn affected their performance
academically.
A well committed teacher considered the assigning of homework to students to
augment their efforts at completing the content for a particular year. Etsey (2005) citing
Butler (1987) found homework to be a correlate of academic performance. He stated
that homework bored a positive relationship with learning outcomes when it was
relevant to learning objectives, assigned regularly in reasonable amounts, well
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explained, motivational and collected and reviewed during class time and used as an
occasion for feedback to students.
The teacher who might be seen as the pivot of the transmission of knowledge can be
effective if he/she learnt and applied all of the teaching principles and methods that
made a teacher as professional and competent enough to impart knowledge in any
given field of discipline Gwarinda (2002). Teachers who were seen by students as
supportive and who set clear expectations about behavior helped create an
atmosphere in which students felt in control and confident about their ability to succeed
in future educational endeavors Akey, (2006). It was well for the professional teacher
to remember this in relation to the use of teaching aids and methods Farrant, (2006).
Farrant, (2006) further argued that there were several methods of teaching but a
teacher’s choice of a method depended on a variety of factors: the teacher’s
experiences, interests and availability of textbooks and extra- reading materials, class
size, and students’ learning preferences.
2.2.0 Summary of literature review
The Literature highlighted on some of the factors that affect academic performance of
students in schools in the teaching of chemistry. Areas of concern were school-related
factors, factors outside the school environment and mechanisms for monitoring
performance of students. When these factors were identified, they helped improve
academic performance of students in schools in the Gokwe South district.
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Chapter 3
3.0.0 Methodology
3.1.0.0 Introduction
This chapter highlighted the research methodology that was used in the study. This
chapter presented how the study would be conducted using the stages that were as
follows, paradigm, approach, design, sampling, instruments, analysis, ethical
considerations and trustworthiness.
3.2.0.0 Paradigm
A paradigm was essentially a worldview, a whole framework of beliefs, values and
methods within which research employs. Hebermas (2005), pointed out that
Kuhn(1951) who created the term paradigm characterised it as an integrated cluster
of substantive concepts, variables and problems attached with corresponding
methodological approaches and tools. The paradigm that was used in this study was
the interpretive philosophy. The interpretive paradigm emphasised that social reality
was viewed and interpreted by the individuals according to the ideological positions
they possessed. Cohen (2005), attributed that the interpretivists believed that reality
was multi-layered and complex single phenomenon having multiple interpretations.
3.3.0.0 Approach
The approach used in the study was the qualitative approach. A qualitative research
was concerned with developing expectations of social phenomena. This meant that
the qualitative approach in research aimed at helping us to understand the social world
in which we live and why things happen the way they are. Creswell(2006), pointed out
that “ A qualitative study is defined as an inquiry process of understanding a social or
human problem based on building a complex holistic picture formed with words,
reporting, detailed views of informants, conducted in a natural setting.” One common
criticism levelled at qualitative research was that the results of the study might not be
generalizable to a larger population because the sample group was small and
participants were not chosen randomly. Qualitative studies however did not purport to
be generalizable, Patton(2002). They embrace their subjectivity as a strength for
personal experience and depth of those who lived in the experiences. It got validity
from the accuracy, dependability and rigour of researchers as well as the verbatim
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statements of participants. The qualitative research had its advantages and
disadvantages.
3.3.1.0 Advantages
Qualitative research provided rich and detailed information about the concerned
population. Feelings of individuals were recorded as the truth which was used to
identify the social problems being faced by the population, Ponterotto(2006). It gave
perspectives of specific social and cultural contexts. In qualitative research people`s
ideas and how they viewed the world could also be unveiled. It allowed inclusion of a
diverse and representative cross section of affected persons.
3.3.2.0 Disadvantages
In qualitative research data which was obtained was not objectively verifiable. The
information obtained in the research cannot be repeated by another researcher and
get the same responses. Hill etal (2005) advocated that qualitative research was
labour intensive and required the commitment of the researcher and in the analysis
process. This type of research needed very skilled interviewers to successfully carry
out the primary data collection activities. Researchers had their biases in this research
and this affected the outcome of the study.
3.4.0.0 Design
Rossman and Rallis (2003) reflected that research design provided the glue that holds
the research project together. A design was used to structure the research, to show
how all of the major parts of the research project the samples or groups, measures,
treatments or programs, and methods of assignment work together to try to address
the central research questions. The study employed the case study design to examine
the social process in teaching of chemistry in schools. The study looked into one
school where Chemistry was taught as a subject at O level. Corbin and Strauss (2008),
highlighted that “A case study is an in-depth exploration of a program, activity process
involving one or more individuals and is bound by time and activity.” There were
advantages and disadvantages of a case study.
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3.4.1.0 Advantages
Case studies allowed detail to be collected that would normally be not easy to collect
by other research designs. They tended to be used on rare cases when large samples
of similar participants are not available. Shield (2007) in Merriam (2009:397) also
argued that “the strength of qualitative case study approaches is that they account for
and include differences, ideologically, epistemologically, methodologically and most
importantly humanly”.
3.4.2.0 Disadvantages
One of the main criticisms was that the data collected could not necessarily be
generalised to a population. However Ericksons (2006:276) differed from this by
highlighting that “since the general lies in the particular, what we learn in a particular
case can be transferred to similar situations”. This lead to bias in data collection which
could influence results more than the other designs. Guba and Lincolin (2006:204)
echoed the same sentiments when they pointed out that “An unethical case writer
could select from among available data that virtually anything he wished could be
illustrated”.
3.5.0.0 Sampling
The study used the purposive sampling method. A sample as advocated by Field
(2005), was a smaller but hopefully representative collection of units from a population
used to determine truths about that population. The study focused on pupils who were
doing Chemistry as a subject in one of the secondary schools in the Gokwe South
District. The purposive sampling had its pros and cons just like any other method of
sampling in research.
3.5.1.0 Advantages of purposive sampling.
Purposive sampling was less costly and was economic in terms of time since the
researcher just targeted the group of people that he or she wanted to use as the
population sample. Choudhuri etal (2004), confirmed that purposive sampling ensured
proper representation of the universe when the researcher had full knowledge of
composition of the universe. Miller and Fredricks`(2006), supported that purposive
sampling prevented unnecessary and irrelevant items entering into the sample by
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chance and therefore intensive study of the selected items gave results which were
unbiased.
3.5.2.0 Disadvantages of purposive sampling
In purposive sampling there was enough room for bias since the researcher had all
the freedom to manipulate who to interview or not. There was also no equal chance
for all items of the universe being included in the sample.
3.6.0.0 Instruments
3.6.1.0 Interviews
The data collection instruments that the study used were interviews and documents.
Creswell (2009) agreed that the most common sources of data collection in qualitative
research were interviews, observations and review of documents. An interview
represented a meeting or dialogue between people where personal and social
interactions occurred.
3.6.1.1 Advantages of using interviews
Interviews were motivational to the interviewee since he or she was likely to take
questions seriously. This reduced the chances of not exactly telling the truth on what
was being asked by the interviewer. Locke, Silverman and Spirduso (2010) confirmed
that most people would rather talk than write. Interviews allowed for greater flexibility
in sequence, wording and direction since the interviewer was able to clarify if the
interviewee was confused. Ryan and Bernard (2005) pointed out that a lot of data
could be collected since the interviewer could monitor the interpersonal skills and
nonverbal behaviour of the subject being interviewed.
3.6.1.2 Disadvantages of using interviews
Interviews required special skills in questioning and listening. The study tried by all
means not to influence the outcomes of the study because this reduced the credibility
and validity of the study. Field (2005) admitted that interviewers might distort the
interviewee`s responses. Interviews required that the interviewer made an
appointment with the interviewees so that he or she could arrange on the way of
meeting each other, Polkinghorne (2005). Interviews consumed a lot of time and costly
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in terms of transport. Some subject might decide to give false information in an
interview.
3.6.2.0 Documents
Atkins and Coffey (2004:44) referred to a document as ‘’social facts which are
produced shared and used in socially organised ways”. The study used documents in
the form of timetables, schemes of work books, textbooks, exercise books and
notebooks as means of gathering information. Some advantages and disadvantages
of using documents were highlighted below.
3.6.2.1 Advantages of using documents
The use of documents entailed that the process was not time consuming and therefore
efficient. Document were readily available for use in schools whenever permission had
been sought from the Ministry of Primary and Secondary Education. Bryman and
Burgess (2008) highlighted that document analysis was less costly as compared to
other research instruments like questionnaires. Haverkamp (2005), reiterated that the
use of documents also ensured that there was no obstruction and reaction of the
subject. The study did not alter the information in a document since the contents of a
document were a permanent record.
3.6.2.2 Disadvantages of using documents
Documents were mainly produced for some purposes other than those intended by
the researcher. This meant that they were created independent of the research
agenda. Some documents are sometimes not retrievable. This argument was also
echoed by Yin(2005:233) who supported that “access to documents may be
deliberately blocked.”
3.7.0.0 Analysis
The study used the thematic analysis. Neuman (2005), suggested that thematic
analysis was one that looked across all data to identify the common issues that recur,
and identify the main themes, that summarised all the views you had collected.
Thematic analysis was a form of pattern recognition within the data with emerging
themes becoming the categories for analysis. Fereday and Cochrane (2006). The
study examined closely at the selected data to documents emerging themes.
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3.8.0.0 Ethical considerations
The study employed research ethics. The study protected the privacy, trustworthy and
the secrecy of the subjects. Dodd (2003:412) echoed the same,
All parts of a research project from the project design to submission of the
results for peer review have to be outstanding in order to be considered
ethical. When even one part of a research is questionable or conducted
unethically, the integrity of the entire project is called into question.
Participants in the study were not required to give their names or student numbers.
Participants were also given a brief explanation that their responses were to be kept
as a secret by the study. Two key ethical issues that should be considered in any
project are consent and confidentiality, Rocha, (2004). The study respected
confidentiality for persons and informed consent. Murphy and Dingwall a (2007:2226)
explained informed consent as “a relational and sequential process rather than a
contractual agreement”.
3.9.0.0 Trustworthiness
Trustworthiness was considered as the way in which qualitative study make sure that
transferability, credibility, dependability, and conformability were evident in their study.
Ezzy(2002).The study valued trustworthiness of the individuals who provided
information in the study. The study was carried out under the natural conditions of the
school system and environment. The purpose of trustworthiness in qualitative
research was to support the argument that the inquiry’s results are worth paying
attention to. Potter and Wetherell (2006) argued that this really was quite different from
the typical experimental precedent of attempting to show validity, soundness, and
significance. Thus, the ideas of generalizability, internal validity, reliability, and
objectivity are reconsidered in qualitative terms. These substitute terms include
transferability, credibility, dependability, and conformability.
4.0.0.0 Conclusion
This chapter highlighted the methodology that was used in conducting the study. The
chapter also pointed out the steps that were followed in the interpretivists’ paradigm.
Advantages and disadvantages of each step were discussed. The chapter highlighted
the methodology that was used in conducting the study and the steps in the
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interpretivists’ paradigm. Some advantages and disadvantages of each step used
were also looked into in this chapter.
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Chapter 4
4.0.0.0 Data Presentation, analysis and discussion.
4.1.0.0 Introduction
The focus of this chapter was mainly concerned the presentation, analysis and
discussion of data. Data was obtained from students, teachers, heads and HODs who
participated in the study. Students were coded as S1, S2, S3, S4, S5, S6, and S7and
S8.Students who constituted focus groups were made up six students each and were
coded as FG1 and FG2.Teachers were coded as T1, T2, T3, T4, and T5.
Administrators were also coded as A1, A2, A3 and A4. The data was analysed
thematically and was presented following research questions. The data was discussed
along the following themes, availability of resources, teacher qualifications, lesson
attendance, teacher research and access to information, students` commitment and
syllabus coverage.
4.2.0.0. Biographic Data
Table 4.2.1. Student’s participation.
Males
Females
% of males
% of females
15
5
75
25
The Table 4.2.1 showed that male participants for the study constituted 75% as
compared to females who were 25%. This reflected that there were more male
students doing chemistry in schools than their female counterparts. The reason could
be that the selection to do chemistry at O level was done by use of aptitude tests. This
ensured that good students were selected to do chemistry but poor results were still
obtained. Poor results could have been caused by other issues like the quality of
teaching and not gender of students.
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Table 4.2.2. Student`s most learned member of family
%
Grade 7
ZJC
O Level
A Level
Degree
0
0
7
3
13
of 0
0
30
13
57
students
From data on table 4.2.2, showed 57% of the chemistry students had their family
members who had attained at least a degree as their highest level of education. 30%
had their family members with O Level as the highest qualification while 13% had
family members with A Level. No students had their family members with the highest
qualifications as grade 7 and ZJC. This reflected that parents and guardians were
educated such that they could help students and motivate them to work hard.
Table 4.2.3 Teachers who participated.
Males
Females
% of males
% of females
2
2
50
50
From the table 4.2.3, teachers who teach chemistry comprised males and females. It
showed that there was a balanced view from female and male teachers in the teaching
of chemistry in the selected school in Gokwe South. This showed that female teachers
were sciences at tertiary level during teacher training programmes and that there
would be views from both genders.
Table 4.2.4. Age range for teachers
20-29 years
30-39 years
40-49 years
50+
0
3
2
0
From table 4.2.4, above chemistry teachers are between the ages 30 years to 49
years. This showed that all the teachers teaching chemistry are very mature
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individuals in terms of age. Teachers were also energetic and vibrant. This meant that
they had the energy to tackle challenging subjects. They were also mature and
expected to act sensibly.
Table 4.2.5. Teacher qualifications
Certificate
in Degree
in Diploma
in Masters
in
Education
Chemistry/Science
Education
Chemistry/Science
0
0
4
0
From the table 4.2.5, teachers who teach chemistry were holders of Diplomas in
Education from various teachers colleges in the country. There was no teacher with a
first degree or a master’s degree in the Chemistry Education who taught Chemistry.
That implied teachers might not have expertise and subject mastery. This could be the
cause for poor performance in chemistry by students.
Table 4.2.6. Chemistry teaching experience
5 years
10 years
20+
1
4
0
Table 4.2.6, above showed that teachers teaching chemistry had at least 10 years of
the teaching experience showing skills in the teaching of the subject at O level. Most
of the experienced teachers were teaching Integrated Science and Physical Science
in the school. They did not have any experience in teaching pure Chemistry at O level.
This could have negative implications to student’s results.
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Table 4.2.7. Administrators who participated by gender.
Males
Females
% of males
% of females
2
2
50
50
From table 4.2.7, there were 50% females and 50% males respondents interviewed.
The table showed equal numbers of males and females which meant the study got
balanced views on the issues from both genders.
Table 4.2.8. Age range of Administrators.
20-29 years
30-39 years
40-49 years
50+
0
2
2
0
The table 4.2.8, showed that Heads and HODs have their ages ranging between 30
years and 49 years of age. The data showed that administrators were mature officers
in the schools. This implied that there were responsible personnel in schools.
Table 4.2.9. Administrators’ qualifications
Certificate
in Degree
in Diploma
in Masters
in
Education
Chemistry/Science
Education
Chemistry/Science
1
1
1
1
Table 4.2.9, shows that some administrators held certificates in education and with
one having a degree in Biology teaching. There were administrators in the school who
had a diploma in chemistry teaching and a Master’s degree in a science subject or
chemistry. This meant that supervision for the teaching of chemistry could be
implemented successfully since some administrators had expertise in the subject.
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Table 4.3.0 Administrators teaching experience.
5 years
10 years
20+
0
2
2
From the table 4.3.0, above administrators held some teaching experience ranging
from 10 years to over 20 years. Fifty percent of the administrators had at least 10
years’ experience while the other halve had at least 20 years in the teaching field. This
implied that mature and responsible personnel were running the school selected. It
also implied that these administrators had a lot of teaching experience that could be
used in successful supervision of chemistry teaching in the school.
4.3.0.0. Teacher qualifications.
On teacher qualification, students were asked whether their teachers were qualified to
teach chemistry at O level. The actual question they were asked was: Are teachers
qualified to teach chemistry at O’ Level? There was a mixed reaction to this question.
In response to this question, some students indicated that teachers were qualified to
teach chemistry at O level citing reasons that they understood what the teachers
taught. To authenticate that student S1 remarked “Teachers are qualified to teach us
because when we fail to understand concepts they are able to clearly explain to a point
where we remain with no questions” In addition FG2 pointed out that “teachers are
qualified, teachers are able to answer any questions asked by the student during
lessons and the teachers wear academic gowns on prize giving days as a sign that
they are qualified”. On the other hand other students said they had no idea on how
qualified their chemistry teachers were. S 5, highlighted that, “I do not know his
qualifications.”
The same issue was asked to teachers whether they were suitably qualified to teach
chemistry at O level. In their response teachers indicated that they considered
themselves qualified to teach Chemistry at O Level because they held Diplomas in
Education in the teaching of Science. This was ascertained by T4 who stated that
“most teachers are qualified to teach Chemistry at O level since they hold Diploma in
education.” Some teachers responded by highlighting that teachers who teach
chemistry were qualified to a limited extent and some of them needed to specialise in
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the subject. T2 explained that, “Teachers are qualified to a limited extent, some of the
teachers need to specialise in Chemistry”.
Administrators were asked the same question whether chemistry teachers were
qualified to teach chemistry at O level in their school. Their response to the question
showed that the heads and the HODs strongly agreed that teachers were qualified to
teach chemistry at O level in the school because they held Diplomas in education in
the teaching of science. To show this strong agreement A1 endorsed that “Most
teachers are qualified to teach Chemistry because they hold Diplomas in Education in
teaching science.”
The picture that emerged from the data was that while some students thought that
their teachers were qualified to teach chemistry at O’ level, there were others who
had no idea how qualified their teachers were. Student felt their teachers were able to
teach the O’ level Chemistry syllabus well because of the academic regalia they put
on prize giving days while the other students were not aware of the qualifications held
by their teachers.
Some teachers reflected that chemistry teachers were qualified enough to teach
chemistry at O level while other teachers felt that chemistry teachers needed to
specialise in Chemistry in order to teach effectively. This showed that while some
teachers were aware of the requirements to teach Chemistry at O level, others were
still not aware of the requirements.
The administrators felt that teachers were adequately qualified although the
administrators were not science trained. This showed that the lowest qualifications in
science were accepted by stakeholders in the school. An evaluation of a Diploma in
Education as a qualification for teaching O level chemistry showed this was
inadequate. This was also in disagreement with literature which pointed out that
Chemistry was a subject that needed to be taught by teachers who had at least a first
degree in the subject. Diploma holders had no subject mastery. They were not even
empowered to research on the subject matter content to obtain current information in
Chemistry. For students, teachers and administrators to approve this qualification
showed that they were to some extent ignorant of the requirements of such a
challenging subject. They did not realise that chemistry was best taught by specialised
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teachers. There was need for Chemistry teachers to enrol at Universities in order to
enrich their subject mastery.
4.3.1.0 Student commitment in chemistry
Whether students were committed to learning of chemistry or not was also the subject
of inquiry. The actual question they were asked was: Are students committed to the
learning of Chemistry? In response to the question, students had mixed feelings on
the issue. Some students remarked that they were committed to the learning of
chemistry at school as indicated by their good attendance of lessons and updating of
the notes as well as writing of all exercises given by their teachers. One of the students
S2 confirmed, “We attend the lessons on time, update our work and notes and submit
our books on time but the most difficult topic is organic chemistry”. The fact that
students handed in work on time to the teacher, studying the subject almost every day
and being the only members of their families who had done chemistry at O level were
some of the responses given by the students. The student representing FG2 endorsed
this view exclaiming “we are committed because we are the first to do chemistry in our
families although the most difficult topic we encountered was stochiometry and the
mole.” FG2 also submitted their exercise books that showed two marked exercises
were done every week and marked on time by the teacher. On the other hand some
students indicated that their commitment was hindered by the fear of the subject. They
also said that there was a belief that Chemistry was one of the most difficult science
subject and was done by those who are good in Mathematics. Student S4 in support
of this explained “it is only learnt by a few and those good in Mathematics and Organic
Chemistry is difficult.” Students also indicated that Organic chemistry, the mole
concept and stochiometry were the most difficult topics in chemistry.
On student commitment to learning chemistry, teachers were asked whether their
students were committed to the learning of chemistry. Teachers highlighted that their
students were committed to learning chemistry at O level since they worked very hard
to get into the science class when they were in their Junior Certificate (ZJC). One
teacher T1 endorsed this when he said “they have worked very hard to get a place in
the Science class at ZJC.” Teachers also said that they see the pupils researching as
sign that they are committed. This was echoed by T3 who said “we see them
researching a lot.”
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Administrators were asked the same question on student commitment to learning
chemistry in their school. In response to this question, the head and the HOD had
same opinions. The head indicated that students were committed to the learning of
chemistry at the school as evidenced by their energetic and purposeful movement to
the chemistry laboratory when it was time for chemistry. Administrator A2 echoed that
“students are committed to learning Chemistry as evidenced by quick movement and
the discussions they do when they go to the Chemistry laboratory.”
HODs insisted
that students were committed to the learning of chemistry at the school as indicated
by their attendance and the consultations they do with their teachers. This was
supported by A1 who affirmed that “students have enjoyed learning chemistry with
high hopes of getting good jobs.”
From the responses that were given by the participants on the issue of commitment,
a few students felt that the chemistry learning was designed for those who were very
sharp in Mathematics. On the other hand students reflected their love for chemistry as
a subject as they worked very hard to full fill the requirements by submission of the
work on time as a commitment in the subject. Documents reflected that a lot of work
was done by teachers in marking although the marks obtained were not very good.
Teachers also confirmed students` commitment in chemistry as they were directly
involved in the preparations for screening of students to do chemistry at O level.
Teachers indicated that students researched a lot in chemistry as evidence for
commitment.
There was evidence that some administrators measured the commitment of students
in learning by observing their movement to the science laboratory. This reflected that
administrators had a superficial understanding of issues involved in learning
Chemistry. The attitudes of the head and deputy head showed that they were out of
touch with what was really happening. HODs showed that students enjoyed the
chemistry subject as they were striving to get good jobs when they passed.
4.3.2.0 Chemistry syllabus coverage
On the subject of inquiry, the syllabus coverage during the course of two years, the
actual question students were asked was: Is there enough time to cover the chemistry
syllabus during the course? In response to the question students indicated that there
the syllabus coverage during the course was achieved and their teachers were always
27 | P a g e
punctual for the lessons in order to achieve this. In support of this student S3 endorsed
that “when we go for Form four next year we will be left with a few topics which we will
finish at the beginning of the year. In the second and third term we will be revising past
examination questions.” Other students responded differently when they indicated that
the syllabus was rather too long and could not be covered within the given timeframe.
As a result of this teachers ended up coming to teach during lunch time to cover up.
Student representing FG1 indicated this when he said “sometimes we have lessons
during lunchtime.”
Concerning the same issue on the syllabus coverage, teachers were also asked the
same question whether there was enough time to cover the chemistry syllabus during
the course. In their response teachers said that they had enough time to cover the
syllabus. Teachers also cited the shortage of some chemicals which slowed down the
teaching speed of difficult concepts complaining that teachers need to revise
challenging topics with pupils before examinations were written. Teacher T1 revealed
that “There is enough time to cover the syllabus, however shortages of apparatus and
chemicals slows the coverage of the syllabus. When these are available it is possible
to cover the syllabus.” Teachers went on to say that given availability of apparatus and
chemicals it was going to be possible to cover the syllabus fully. Some teachers felt
that the time allocated to teach chemistry was limited. T4 supported this when he
attested that “time is limited and more time is needed for experiments. Concepts are
hurriedly covered theoretically.”
Administrators were also asked the same issue of syllabus coverage whether their
teachers were able to cover the chemistry syllabus in time for the preparation of public
examinations. In response to the question, both administrators A2 and A3 pointed out
that the time was enough and teachers usually completed the syllabus ahead of the
scheduled time every year. This was highlighted by one of the administrators A1 who
highlighted “Teachers at the institution complete the syllabus in time every year.”
Some students reflected that there was enough coverage of the syllabus as they were
already waiting to revise the subject. Other students had a different feeling on the
syllabus coverage as they indicated that there was not enough time to cover the
syllabus. This implied that even though the syllabus was completed, there were
students who did not understand the content taught by the teacher. There was no
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relationship between syllabus coverage and the understanding of content in the
subject Chemistry. This implied that the school syllabus must be made available on
the notice board for students to view it and compare with what would have been
covered.
From the information gathered it was clear that teachers felt that the time allocated to
teach the chemistry syllabus was enough. Some teachers though were of the opinion
that more time was needed in order to carry out some experiments so that teachers
ended up not hurriedly completing the syllabus. This reflected that teachers omitted
experiments during their teaching session hoping to do them at the end of the topic
due to the shortage of these chemicals.
Administrators were in support of the teachers as they also showed that there was
enough time to cover the syllabus as teachers have been doing that every year.
Although time could be enough to cover the syllabus as advocated by the students,
teachers and administrators. Teachers were not utilising the time in quality teaching
due to lack of subject matter knowledge and shortage of resources. However some
teachers rushed to complete the syllabus without seriously considering whether the
students understood the concepts or not. This could be the reason the pass rate was
low.
4.3.3.0 Availability of resources.
On the issue of whether chemicals, consumables as well as apparatus were enough
to carry out some required experiments, the actual question respondents were asked
was: Are there enough chemicals/ consumables and apparatus to carry out chemistry
practicals? In their response students had mixed views on the issue of apparatus and
chemicals availability. Some students felt that chemicals and apparatus were enough
for their practicals because they managed to do analytical chemistry practicals for the
testing of anions and cations in the laboratory without any shortages being witnessed.
This was confirmed by S8 who said “we have done the analytical chemistry practical
for anions and cations without any shortages”. The representative for FG1 indicated
that “teachers always brought some chemicals and apparatus to class whenever they
were needed.” Student S6 also pointed out “For every lesson which included
apparatus teachers provided all chemicals to carry out experiments.” On the other
hand other students indicated that chemicals and apparatus were not always enough
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because they carried out a few experiments and this showed that there were no
chemicals and apparatus to do more experiments. FG2 highlighted the view that “Only
few experiments were done, due to the shortage of apparatus and chemicals.”
Still on the same issue on whether chemicals /consumables and apparatus were
enough to carry out chemistry practicals in the laboratory, teachers were asked the
question whether chemicals and apparatus were enough to do practicals. In their
response to the question, Teacher T3 indicated that there were generally not enough
apparatus to cover the experimental needs. “There were delays in the buying of
consumable and chemicals that always needed to be readily available.” One of the
teachers T1 confirmed that “there is not enough chemicals and apparatus to carry out
all practicals. This makes the teaching of very difficult”. On a different note teacher T2
highlighted that “the donation of chemicals and apparatus as well as consumables
made by United Nations International Children`s Education Fund (UNICEF) in the year
2014 helped in the teaching of some difficult concepts.”
Administrators were also asked the same issue of whether they availed enough
apparatus for the carrying out of chemistry practicals in their school. In response to
the question both administrators indicated that consumables and apparatus were
enough for the practicals in chemistry since they acquired these in 2013 and also a
UNICEF donation beefed their stocks in 2014. A1 had this to highlight the issue
“chemicals are enough to carry out chemistry practicals because we ordered them
recently in 2013.” A2 also supported the view given by A1 when he insisted that “we
were recently given a lot of chemicals by UNICEF last year to supplement ours.”
From the information gathered from the participants some students indicated that
chemicals and consumables were enough since teachers carried out a number of
experiments using these during their lessons. Some students pointed out that most of
the experiments carried out were demonstration experiments. Students who reflected
that chemicals were enough could only be basing their views on what was only brought
in by their teachers without them really knowing the syllabus requirements. Those
students who were pointing out that chemicals were not enough could be aware of the
syllabus requirements.
It was observed that teachers felt schools were working very hard to make chemicals
and apparatus available in schools. Teachers also felt that these chemicals and
30 | P a g e
apparatus were still not enough to cover their practical needs in chemistry. Teachers
indicated that UNICEF`s donation was very important in the teaching of science in
general. The situation on the ground was that when a single chemical or apparatus
was missing out of five, the experiment was abandoned since the experiment was
carried out when all chemicals were available at once. Regardless of chemicals being
seen on the shelves, administrators and students were not aware that these chemicals
were used in combination. In view of this, the school was not fully funding the
purchasing of chemicals for chemistry practicals due to their high cost. A lot of
experiments were postponed due to the shortage of complete sets of chemicals and
apparatus in the school.
Administrators on the other hand naively intimated that the chemicals that were
acquired in 2013 were still enough in 2015 to be used currently by the chemistry
teachers in the Chemistry practicals. This reflected that administrators were not aware
that chemicals and consumables had a shelf life in the laboratory. Administrators
treated chemicals and consumables like textbooks, shovels and cans that they bought
for the Agriculture department. Administrators did not bother ask the teachers regularly
if the chemicals and consumables were still enough for their needs.
4.3.4.0 Research by teachers in preparation for lessons.
On the issue of whether teachers did enough research for chemistry lessons, the
actual question students were asked was: Do teachers research enough for
Chemistry? In response to the question, student S7 indicated that their teachers
researched enough for the chemistry lessons as evidenced by the teacher use of
prepared notes from the internet. There was evidence that a lot of textbooks were
used to find out information. This was argued student S2 who said “some of the notes
we write are taken from the internet.” Student S4 echoed the same idea, “we find the
same information from other books and internet.” Students noted that teachers were
able to answer most of the questions that students asked in the classroom during the
lessons. The representative for FG1 confirmed that “the teacher can answer any
question that you ask.” FG1 students presented hand- outs for notes on electrolysis
and electrochemistry as evidence of teacher research. On the other hand students
pointed out that they were discouraged by their low marks obtained from the tests and
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exercises given by the teachers. On this S8 pointed out that, “it’s just that students are
discouraged by low marks in tests.”
Teachers were interviewed on the same the issue of whether they researched enough
for chemistry lessons. In their responses, teachers said that the coming of the internet
at the school enabled them to research for a lot of information including concepts in
chemistry lessons. Teachers highlighted that they relied on the internet since they had
their own laptops as well as computers in the laboratory. This was admitted by T1 who
made the claim that “the coming of the internet enabled teachers to research for
information in the computer laboratory.” Teachers presented some portable document
formats saved in their laptops as evidence that they used the internet for researching.
On the other hand the issue of research was brought to the fore by T3 who pointed
out that, “we are provided with textbooks by the department although current
Chemistry textbooks are not yet available in the school.” The teacher went on to
present a Chemistry textbook which was published in 1987 and they were using it in
teaching Chemistry. This made the internet a necessary resource as it provided
journals and sources with currency.
The administrators were also asked the same question on whether their teachers were
motivated to research for the chemistry lessons. The Head responded by saying that
research by teachers was enough as evidenced by the information the teachers deliver
during their chemistry lessons. The administrator A3 confirmed that “research by
teachers is enough as evidenced by information delivered during lessons.”
The picture reflected from the data collected showed that students indicated that their
teachers gave them some notes from the internet and old textbooks. Critically,
students viewed good research by teachers being based on the ability of the teacher
to answer their questions yet students’ questions may not unravel concepts at the core
of their studies. Student failure to get high marks in tests and exercises could be
caused by the teacher`s failure to explain concepts and teach the notes. On the other
hand students might not be reading and studying the hand outs given to them by the
teacher.
Teachers indicated that they used the internet in most of their researches for the
lessons. Teachers had evidence that they were giving students enough notes as
researched hand outs which students were expected to be reading to prepare for
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examination. However in the same cases, it would appeared that the notes would not
have been explained in detail by the teacher. There was no evidence that teachers
explained these notes for the benefit of students probably due to lack of subject
mastery. As a result teachers were preoccupied on the internet resulting in them failing
to explain notes to students. The use of outdated textbooks provided by the school to
teacher could be the reason for poor performance by pupils. Teachers highlighted that
there were no current textbooks in Chemistry and they only used the internet for
current information in Chemistry. Teachers needed to encourage students to research
and write their own notes so that they were not bored by the teachers` notes every
time. Parents needed to be encouraged to supplement in the purchase of current
textbooks for their students for research.
Administrators also indicated that a lot of research was evidenced in the way the
teachers presented their information in class. Administrators were satisfied with the
outdated textbooks that they provided to the Chemistry teachers showing that they are
not aware of the demands of the subject as well as the changes taking place in the
teaching Chemistry syllabus. Administrators also saw the information delivered
without considering its relevance and its depth to the students. There was need for
constant monitoring of the Chemistry teaching requirements by administrators
prioritising the purchasing of current Chemistry textbooks.
4.3.4.1 Library and internet access by teachers.
The question on the issue of the availability of the library and the internet for use by
teachers was asked to students and, the actual question they were asked was: Do
teachers have access to the library and internet? In their response students indicated
that their teachers used the internet for lesson preparation but the school library was
not well equipped for use by the teachers and students. This was supported by the
representative for FG2 who remarked “Teachers use the internet but the library is not
well equipped.” Students pointed out that chemistry teachers used their laptops to
search for information from the internet to be used during chemistry lessons. This also
enabled the teachers to come up with some past examination questions from the
University of Cambridge as evidence for thorough research by the teachers.T4
presented ten Chemistry paper II past examination papers together with their marking
schemes. This was underscored by FG1 who echoed that “there is a library without
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relevant books, teachers use laptops in researching on the internet. Questions come
from Cambridge past examination papers.” On the other hand some students were
not aware that there was internet in their school. This was confirmed by S7 who said
that “there is no internet at our school.”
The same question on the issue of whether teachers had access to the library and
the internet was posed to teachers. Teachers in their response indicated that they had
limited access to use the library and they had more access to the internet instead. T2
confirmed that. “Teachers get access to the school internet since they have personal
laptops.” Teachers said the main school library was no longer operational and there
were no community libraries in the district. One of the teachers T1 endorsed this point
when he insisted that “The main library is no longer working and internet is available
and working properly for research purposes.”
Administrators were also asked the same issue of whether teachers in the school had
access to the library and the internet for use to enrich their subject matter content in
order to teach chemistry effectively. In their response administrators admitted that the
teachers had access to the internet and the departmental libraries though they are
poorly equipped at the institution. A1 said “Teachers have access to the library and
internet at the institution.”
The picture which was indicated on the data collected from the participants showed
that students are well aware that the library does not have relevant books and their
teachers use the internet for researching. Contrary to this argument some students
were not aware that there was internet in the school. There was need for Chemistry
teachers to encourage their students to effectively use the internet for research.
Drilling of past examination question papers without proper explanation of learnt notes
could result in poor performance by students since they were taught to cram.
Teachers showed that they used the internet in their researches and not the library
more often. The access to the internet at the school reflects that rich information was
gathered by the teachers when they visited appropriate websites. This would also
mean that students received recent information in chemistry and it was up to them to
utilise the information. There were teachers who would not use the internet for the
benefit of the students during lessons instead indulge in playing games online.
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Administrators indicated that teachers had access to the internet. Although
administrators pointed out that they were aware of the poorly equipped library, but
expected teachers to research using the internet instead and produce good results.
The poorly equipped library could be one of the contributors of poor performance in
Chemistry.
4.3.4.2 Lesson attendance
On the issue of whether teachers took all the classes they were scheduled to take,the
actual question they were asked was: Do teachers take all classes that are scheduled
for O level classes? In response to this question, students agreed that teachers
attended all their classes according to the timetable. S2 indicated that “teachers attend
to all lessons.” S4 pointed out that even when their teachers were absent, they left
work for them in order to do it during their absence. S3 exclaimed that “we are taught
the same way and provided with the same information equally such that those who fail
have no one to blame.” On the other hand S5 highlighted that “no other teachers were
willing to come to teach them chemistry whenever their teacher was away unlike in the
subject like Integrated Science.” The reason was that Chemistry was a challenging
subject to teachers.
Still on the same issue teachers were asked whether they attended their scheduled
chemistry classes. Teachers said that they attended their allocated classes including
the chemistry ones timeously. Teacher T1 confirmed that “Teachers attend allocated
classes timeously.”
Administrators were also asked the same question on whether their teachers took all
the classes that are scheduled for their O level classes? In their response to the
question both the head and the HOD A1 said that “lesson attendance was remarkable
at the institution.”
The picture portrayed by students in the data collected showed that teachers attend
to their chemistry lessons. Students also highlighted that their teachers delivered the
same information to them equally and fairly and those who failed were to blame. On
the other hand student pointed out that there was fear amongst science teachers to
take the subject when their colleagues were away. Another reason for failure by other
teachers to teach during the absence of Chemistry teachers could be that Chemistry
teachers looked down upon other.
35 | P a g e
On lesson attendance it was clear that teachers had all the time to interact with their
students in order to come up with good results. Teachers echoed the same sentiments
given by students showing that they attended all lessons allocated to them timeously.
Students were always occupied during the chemistry lessons. The learning of
chemistry is dependent on the face to face tuition with the teacher. There was need
for science teachers to interact by forming a Chemistry association. The Chemistry
association would help science teacher to share ideas in Chemistry in case there were
other Chemistry teachers amongst them who were reluctant to teach Chemistry. The
Chemistry association would motivate science teachers to teach Chemistry.
Administrators also reiterated the same when they agreed that teachers attended
lessons at all times. There was need for administrators to monitor teachers and make
sure that they did a correct job when they attended Chemistry lessons since
attendance did not entail that effective teaching was taking place in the classroom.
4.4.0.0. Conclusion
Data obtained revealed that while some issues such as lesson attendance and student
commitment to learning chemistry were going on well. There were other issues that
left a lot to be desired such as lack of suitably qualified teachers, lack of supervision,
shortage of chemicals and consumables as well as the issue of no library in the school.
Given this scenario it was clear that the school faced some challenges in teaching of
Chemistry.
36 | P a g e
Chapter 5
5.0.0 Findings and recommendations
5.1.0 Introduction
Chapter five presented the findings of the study. The findings were guided by research
questions and subsequently the themes that emerged. The themes were teacher
qualifications, student commitment, resource availability, teacher research, and
syllabus coverage
and
lesson attendance. The
chapter suggested
some
recommendations that would help to assist the stakeholders, teachers, students and
administrators in schools to come up with satisfactory results in Chemistry.
5.1.1 Findings
5.1.1.1 Firstly the study revealed that Chemistry teachers were not specialised to
teach Chemistry at O Level and they did not have the subject mastery. This could be
the reason for low pass rates in Chemistry.
5.1.1.2 Secondly, the study found out that supervisors were not aware of the
requirements in the implementation of Chemistry in their schools resulting in lack of
supervision of Chemistry teaching and learning.
5.1.1.3 Thirdly the study unveiled that chemicals and consumables were in limited
supply in the selected school due to lack of knowledge by administrators resulting in
lack of funding toward chemical purchase.
5.1.1.4 Lastly there was a poorly and resourced library in the school and this impacted
negatively on the results of Chemistry.
5.1.2 Recommendations
5.1.2.1 The study recommended that Chemistry teachers must have at least a first
degree in the teaching of Chemistry. The study went on to recommend that Chemistry
teachers with Diplomas should form Chemistry Associations that would enhance their
subject mastery.
5.1.2.2 Heads and HODs were recommended to supervise the teaching of Chemistry
in schools and make reports to the responsible district offices twice a term.
37 | P a g e
5.1.2.3 The study further recommended that schools introduce science levies to cater
for the purchase of chemicals and consumables. Teachers were recommended to
improvise using locally available materials where possible instead of waiting for
conventional chemicals.
5.1.2.4 The study also recommended that the school build a library to promote a
culture of studying amongst students.
5.1.3 Summary
The study revealed that there were some challenges that were faced by the selected
school in the implementation of Chemistry at O level. These challenges were lack of
suitably qualified teachers, lack of chemicals/ consumables and apparatus, shortage
of current textbooks and the absence of a reliable library. Recommendations were put
forward as a way of improving the pass rate in the subject such as the improving
teachers’ qualifications and forming a Chemistry association.
38 | P a g e
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44 | P a g e
APPENDIX A
National University of science and Technology
Re: Consent letter
Dear respondent
Your voluntary participation is highly appreciated. I am a student at the National
University of Science and Technology. I am conducting a study on the implementation
of O level Chemistry in Gokwe schools. I am kindly asking you to provide me with
information. May you answer all questions, as honestly as you can?
You are also free to withdraw from the study if you so wish.
I would like to thank you in advance for your cooperation.
Yours faithfully
Tidings Y Mhlaba
45 | P a g e
APPENDIX B
Interview schedule
Implementation of chemistry subject in Gokwe schools
Interviews Guide for Students
Your voluntary participation in this study is highly appreciated. The purpose of this
study is to investigate the issues involved in the implementation of the chemistry
subject which affect performance at O level.
1.0 Section A: Personal information (Tick in the appropriate box)
1.1 Gender: Female
Male
1.2 The most learned member of your family has
Grade 7
O level
ZJC
A level
Degree
Kindly tell me about yourself. Answer the questions honestly.
2.0 Section B
2.1 Are teachers qualified to teach chemistry at O level?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………….
2.2 Are students committed to learning chemistry?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
46 | P a g e
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………...
2.3 Is there enough time to cover the Chemistry syllabus during the course?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………
2.4 Are there enough chemicals/consumables and apparatus to carry out chemistry
practicals?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………....
2.5 Do teachers research enough for the lessons?
…………………………………………………………………………………………………
…………………………………………..
2.5.1 Do teachers have access to the library and the internet?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………
2.5.2 Do teachers take all classes that are scheduled for the O level class?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………
47 | P a g e
2.6 Comments
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………
48 | P a g e
APPENDIX C
Interview schedule
Implementation of chemistry subject in Gokwe schools
Interview Guide Teachers
Your voluntary participation in this study is highly appreciated. The purpose of this
study is to investigate the issues involved in the implementation of the chemistry
subject which affect performance at O level.
2.0 Section A: Personal information (Tick in the appropriate box)
1.1 Gender: Female
1.2 Age range 20-29 yrs
40-49 yrs
Male
30-39 yrs
50+ yrs
1.3 Qualification
Certificate in education
Degree in Chemistry/Science
Diploma in education
Masters
in
Chemistry/Science
1.4 Experience
5 years
10 years
20+
Kindly tell me about yourself. Answer the questions honestly.
3.0 Section B:
49 | P a g e
2.1 Are teachers qualified to teach chemistry at O level?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………
2.2 Are students committed to learning chemistry?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………...
2.3 Is there enough time to cover the Chemistry syllabus during the course?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………..
2.4 Are there enough chemical/consumables and apparatus to carry out chemistry
practicals?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………....
2.5 Do teachers research enough for the lessons?
…………………………………………………………………………………………………
…………………………………………..
50 | P a g e
2.5.1 Do teachers have access to the library and the internet?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………
2.5.2 Do teachers take all classes that are scheduled for the O level class?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………
2.6 Comments
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………
51 | P a g e
APPENDIX D
Interview schedule
Implementation of chemistry subject in Gokwe schools
Interview Guide for Head of Department (Science)
Your voluntary participation in this study is highly appreciated. The purpose of this
study is to investigate the issues involved in the implementation of the chemistry
subject which affect performance at O level.
3.0 Section A: Personal information (Tick in the appropriate box)
1.1 Gender: Female
1.2 Age range 20-29 yrs
40-49 yrs
Male
30-39 yrs
50+ yrs
1.3 Qualification
Certificate in education
Degree in Chemistry/Science
Diploma in education
Masters
in
Chemistry/Science
1.4 Experience
5 years
10 years
20+
Kindly tell me about yourself. Answer the questions honestly.
4.0 Section B:
52 | P a g e
2.1 Are teachers qualified to teach chemistry at O level?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………
2.6 Are students committed to learning chemistry?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………...
2.7 Is there enough time to cover the Chemistry syllabus during the course?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………..
2.8 Are there enough chemical/consumables and apparatus to carry out chemistry
practicals?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………....
2.9 Do teachers research enough for the lessons?
…………………………………………………………………………………………………
…………………………………………..
2.9.1 Do teachers have access to the library and the internet?
53 | P a g e
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………
2.9.2 Do teachers take all classes that are scheduled for the O level class?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………
2.6 Comments
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………
54 | P a g e
APPENDIX E
DATA SET
Title: Implementation of Chemistry subject in Gokwe.
Question 1: Are teachers qualified to teach Chemistry at O level?
Head/HOD
A1Most
are
Students
teachers T1Most teachers S1, Teachers are qualified because we see
qualified
teach
Teachers
to are
qualified
Chemistry teach
to they teach well and are experienced.
Chemistry
because they hold at O level since
Diploma
in they hold Diploma
Education
in in education.
teaching science.
qualified
to
limited
extent,
of
understand.
S3, Yes because most of the time when
T2. Teachers are
some
S2, Yes, because they teach what we
a
students fail to answer some questions
they help us and explain in some areas
where we don’t until we get it very well.
the S4, Yes because he teaches according to
teachers need to the syllabus and we are doing better when
specialise
Chemistry.
in answering O level ZIMSEC question
papers.
S5, I do not know his qualifications.
S6, Very well because he wears an
academic gown on Prize Giving Days.
S7, No idea.
S8, Yes because they have degrees in the
subject.
55 | P a g e
Question 2: Are students committed to learning Chemistry?
Head/HOD
Teachers
Students
A1 Yes, students T1.Yes they are S1, Yes because almost every student at
have
enjoyed since they have our school likes to do Chemistry. The
learning chemistry worked very hard most difficult topic is organic Chemistry.
with high hopes of to get a place in
getting good jobs.
A2 Students are
committed
the Science class
at ZJC.
to T2. Yes they are Chemistry is the most difficult topic.
as evidenced by although they are
and
movement not all given the
discussions opportunity
they do when they learn
go
to
Chemistry
laboratory.
on time, update their work and notes and
submit their books on time. Organic
learning Chemistry committed
quick
S2, Yes because they attend the lessons
to
chemistry,
S3, Yes because it makes us get good
jobs in future. The Periodic Table is very
difficult.
S4, No it is only learnt by a few and those
the they still love the good in Mathematics. Organic Chemistry
is difficult.
subject.
T3.Yes
we
see S5, No because at our school only 45
them researching students
a lot.
do
Chemistry
out
of
350
students. Some think that it is too difficult
and they avoid it. Organic Chemistry is the
most difficult.
S6, No because some children are afraid
to do Chemistry. Organic is difficult.
S7, No because most of the children
believe that sciences are very difficult to
do.
S8, Yes because we study Chemistry
almost every day. Stochiometry is the
most difficult.
56 | P a g e
FG1, Students want Chemistry because it
is interesting.
FG2, Yes I was screened to do it after
performing very well at ZJC science
getting 92%. Organic chemistry is difficult.
FG1, Yes but there are some who find the
subject difficult and this demotivates
them. The periodic table is difficult.
FG2, I am very committed, I write all notes
and tests. Organic chemistry is difficult.
FG1, Yes because I am the first to do
chemistry in my family. The most difficult
topic is stochiometry and the mole.
Question 3: Is there enough time to cover the Chemistry syllabus during the course?
Head/HOD
Teachers
Students
A1, The time is T1.There
enough.
enough
A2, Teachers at
the
institution
complete
the
syllabus in time
every year.
is S1, Yes because we are almost through
time
to with the syllabus.
cover the syllabus
however shortages
of apparatus and
chemicals
affect
S2, Yes there is enough time to cover the
syllabus
because
our
teachers
are
punctual and are hard workers.
the covering of the S3, Yes because when we go for Form 4
syllabus.
When next year we will be left with a few topics
these are available which we will finish at the beginning of the
it is possible to year. In the second and third term we will
cover the syllabus.
be revising past examination questions.
T2. Yes time is
limited. More time
57 | P a g e
is
needed
for S4, Yes because next year we will be
experiments.
finishing Organic Chemistry.
Concepts
hurriedly
are
covered
theoretically.
T3. Yes pupils find
time
to
revise
challenging topics
with teacher before
examinations
S5, Although the syllabus is long, the
teacher is moving very fast to finish it.
S6, I think there is enough time, it’s just
that there is a lot of discouragement from
other students saying the subject is
difficult.
are S7, No the period is very short and the
syllabus is long.
written.
S8, Yes there is enough time, only that
some students are slow learners.
S9, No because sometime we have
lessons during lunchtime.
Question 4: Are there enough chemicals/ consumables and apparatus to carry out
chemistry practicals?
Head/HOD
Teachers
A1, Chemicals are T1There
enough to carry enough
out
chemistry and
Students
is
not S1, Yes because we have done the
chemicals analytical chemistry practical for anions
apparatus
to and cations without any shortages.
practicals because carry out practicals.
we ordered them This
recently (2013).
A2
we
were
recently given a lot
makes
teaching
difficult,
of
the
very
S2, Yes because we carry out every
experiment.
S3, No because we do not carry out all
experiments and this shows that there
of chemicals by
58 | P a g e
UNICEF last year Yes we received a is
to
supplement UNICEF donation.
ours.
T2.
No
practicals
enough
chemicals
and
apparatus.
most S4,
Yes
because
we
carry
out
are experiments which we learn.
demonstrated by the
teacher. This makes
it difficult for pupils to
make
not
observations
especiallyrecordings.
T3. Yes, although a
S5, Yes because every lesson which
include apparatus they come with all
chemicals to carry out experiments.
S6, No because we have carried out
very few experiments.
lot of time is taken to S7, I think there are not enough
buy the consumables because we only carried out few
and
chemicals. experiments.
These should readily
be available.
FGS1, Some few experiments were
done, I think due to the shortage of
apparatus.
FGS2,
The
school
bought
new
apparatus for A level chemistry that we
also use.
Question 5: Do teachers research enough for the lessons?
Head/HOD
Teachers
A1, Research by
T1.The coming of S1, Yes because teachers use a lot of
teachers
is the internet enables textbooks.
enough
as teachers to research
evidenced
by for information in the
information
delivered
lessons.
Students
computer
during laboratory.
S2, Yes because some of the notes we
write are taken from the internet.
S3, Yes because he brings prepared
notes.
59 | P a g e
T2
yes
we
provided
are S4, Yes because we find the same
with information from other books and
textbooks
by
the internet.
department
although
current
Chemistry textbooks
S5, Yes they do, it’s just that students
are discouraged by low marks in tests.
are not yet available S6, Yes because the teacher can
answer any question that you ask.
in the school
Question 5.1: Do teachers have access the library and internet?
Head/HOD
Teachers
Students
A1, Teachers have T1. The main library S1, Yes because we have a Wi-Fi
access
to
the is
no
longer internet connection at our school. We
library and internet working.
at the institution.
The also have a library at our school.
internet is available
and
is
working
properly
for
research purposes.
T2. Teachers get
access
to
internet about the lesson.
S3, No the school library has not enough
books for reference.
the S4, I do not know.
school internet. The
teachers
S2, Yes they research more on the
S5, No there is no internet at our school.
have
personal laptops.
S6, No there is no library at our school.
S7, Yes down loaded notes are used
during lessons.
S8, No the school does not have a good
library with enough information.
FGS1, Yes they use the internet but the
library is not well equipped.
60 | P a g e
FG2S2, Yes although there is library
without relevant books, teachers use
laptops in researching on the internet.
Questions come from Cambridge past
examination papers.
Question 5.2: Do teachers take all classes that are scheduled for O level classes?
Head/HOD
Yes
attendance
Teachers
lesson T1.Teachers attend S1 Yes teachers attend to all lessons.
is allocated
remarkably at the timeously.
institution.
Students
classes
S2, Yes because sometimes at our
school we have only one chemistry
teacher.
S3, Yes we are taught the same way
and provided with the same information
equally such that those who fail have
no one to blame.
S4, Yes teacher leaves work for us to
do even when he is away.
S5, no other teachers were not willing
to come to teach them chemistry
whenever their teacher was away
unlike in the subject like Integrated
Science.
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Comments
Head/HOD
Teachers
Students
A1, Students have T1.The coming in of S1, We have good lessons in chemistry.
a
general apparatus
and
that chemicals
from
perception
chemistry
is UNICEF has made
We
successfully
implemented
have
in
teaching
chemistry
at
of us
with
information
from
different
my sources and to teach us in a positive
way which he does, we will increase the
school.
chemistry at the T2.
institution.
problem during our course.
a very big difference S3, If our teacher continues to provide
difficult.
A2,
S2, Shortage of textbooks is the main
A
few
pass rate.
experiments
are S4, Students fail chemistry due to
conducted
.All discouragement from other students
the and some teachers.
aspects
of
chemistry
syllabus
need
practical
S5, Students lose hope in chemistry
because they believe it is hard.
attention.
S6, Students think chemistry is for boys
only, so girls have a negative attitude on
chemistry.
S7, Students are failing chemistry
because of lack of chemicals.
S8, Internet is a good catalyst for
chemistry implementation.
FGS1,
The
learning
process
is
satisfactory since we are openly shown
the syllabus.
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APPENDIX F
Confirmation Letter from selected school
4 December 2014
To The Research Co-ordinator
National University of Science and Technology
Department of Technical Teacher Education
P.O. Box AC 939 Ascot
Bulawayo
Dear Sir/Madam
Re: Confirmation letter for conducting a research: Mhlaba Tidings Yedwa: Student
number N 0128155X: National ID number 08-653495X66.
This letter serves to confirm that Mhlaba Tidings Yedwa conducted a research Project
at the selected school from 1 December 2014 to 4 December 2014. The research was
in partial fulfilment of his Bachelor of Education Honours Degree in Chemistry. The
research topic was on the implementation of Chemistry in Gokwe South Secondary
Schools.
His research was greatly appreciated.
Thank you.
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APPENDIX G
Request letter from NUST
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