Chikwature and Oyedele
Greener Journal of Educational Research Vol. 6(1), pp. 005-019, February 2016
School Heads and Teachers Perceptions on the Factors Influencing Pass Rate at Ordinary Level in Mutasa District of Manicaland
Chikwature Whatmore and Oyedele Victoria
Faculty of Education, Africa University
The study investigates factors contributing to low ordinary level performance in the Zimbabwe Schools Examination Council (ZIMSEC) examinations from 2010 to 2014 in secondary schools in Mutasa District. The target population consisted of 100 teachers, 50 Heads of Departments (H.O.Ds), and 5 Headmasters. The study followed a mixed methods research design. The questionnaire was complemented by interviews in the collection of data. The study revealed that the school heads input, teacher qualification, experience, and remuneration, student and parental attitude and input, socio- economic and cultural background, location of school, resource availability, curriculum, class sizes and policy guidelines among other factors largely contributed to poor performance at ordinary levels in the sampled schools. The study also revealed that most degreed secondary school teachers lacked proper methodology and preferred average to above average learners leaving slow learners to their own peril. The study recommended that the curriculum be more practically orientated, serious considerations should be given to the use of vernacular as a medium of instruction, graduate teacher in service courses on handling mixed classes through the Performance Lag Address Programme (Plap). Plap should be intensified and conditions of service and remuneration for teachers be improved for the nation to have a sustainable human capital development from the education sector. Government should re-capacitate the education system for national development.
Keywords: Students, Ordinary Level, factors, poor performance, public examinations.
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