Ganga et al
Greener Journal of Educational Research Vol. 3 (6), pp. 249-257, August 2013
Manuscript Number: 022613498
Exploring the Performance of Zimbabwean Children on Piagetian Formal Operations Tests
*Ganga Emily, Chinyoka K., Hlupo T., Denhere C.
and Kufakunesu M.
Great Zimbabwe University, Faculty of Education, Department of Educational Foundations.
*Corresponding Author’s Email: emilyganga @ gmail.com
The case study was designed to
examine the performance of 110 form 3 and 4 pupils who
participated in a modified Piagetian Formal Operations Test
(PFOT). Modification of the PFOT was necessary for more
object familiarity on the part of the Zimbabwean learner.
The PFOT was designed to find out how local learners would
fare on selected cognitive tasks meant to test formal
operations thinking. The mean score in the PFOT results was
calculated at x ̅ = 39% with a standard deviation of 12, 19.
The study revealed that 40, (9%) of the participants
obtained a score below the mean whilst 59, (1%) obtained a
score above the mean. Test data collected reflected that 82%
of local learners rarely reached formal operational
criterion in cognitive performance. A number of respondents
still operated within the concrete operations of the
Piagetian developmental stages of cognition. A number of
variables influencing cognition of learners were unveiled,
for example, domestic violence, politics, cultural practices
and noisy neighbourhoods. The study reminded parents that
they are their children’s first and foremost teachers and
they should work in collaboration with the schools in order
to enhance performance on cognitive tasks among learners.
Keywords: cognitive performance, Piagetian, formal-operations, tests.
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