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Greener Journal of Social Sciences
Vol. 16(1), pp. 66-73, 2026
ISSN: 2276-7800
Copyright ©2026, Creative Commons Attribution 4.0 International.
https://gjournals.org/GJSC
DOI: https://doi.org/10.15580/gjss.2026.1.063026108
Lecturer: Psychology, Marymount Teachers College.
The purpose of this study was to evaluate the usefulness of the performance lag address programme (PLAP) in teaching and learning in Nebarwe Cluster Primary Schools. The study utilised the qualitative approach. Structured questionnaires with qualitative questions were used to collect data from purposefully sampled participants. The study established that PLAP was preferred as an effective individualized educational programme to help learners master the learning gaps. However, PLAP added an ‘unnecessary’ workload in revisiting the learner’s last point of success and record keeping made the PLAP intervention another added responsibility to most teachers. There were other problems related to ineffective assessment of learning difficulties such as lack of proper clinics for diagnosis of attendant learning problems like dyslexia. The study recommends that teacher-made assessment tools need to be supported by enlisting qualified assessors who are conversant with a standard battery of tests to assess a wide range of learning problems.
Type: Research
Full Text: PDF, PHP, HTML, EPUB, MP3
DOI: 10.15580/gjss.2026.1.063026108
Accepted: 07/07/2026
Published: 03/08/2026
Mashamba Tarashika
E-mail: taramashamba@gmail.com
Cell: 00263774496279
Keywords: performance lag address programme, Nebarwe Cluster Schools
The performance lag address programme (PLAP) is a teaching strategy developed to provide a gateway out of passive and degenerated teaching and learning of the years 2006 and 2008 which produced zero percent pass rates in most primary and secondary schools (Nkoma, Zirima, Chimunhu & Nyanga, 2013: 31; Ministry of Education Arts Sports and Culture, 2013:12). The learning gaps emerged due to the economic disintegration during the same period which made many teachers to abandon their profession for greener pastures. This had a negative impact on teaching and learning processes. As a result, zero pass rates were recorded in most schools (Ministry of Primary and Secondary Education, 2012). Many of the school goers succumbed to economic pressures outside the classrooms and joined the trek to mining sites to pan for minerals in order to eke out a living. This suggests that there might have been poor teaching and learning during that period. The teachers re-joined the teaching service in 2009 when the economy stabilized from hyperinflationary pressures through dollarization.
The Ministry of Primary and Secondary Education (MoPSE) recognises the implementation of the performance lag address programme as one of the key strategies of achieving quality educational outcomes for all. According to MoPSE (2012:4), PLAP complements other teaching techniques that are already in use in the primary school classroom and provides a variety of learner centred methods. This programme was mooted in 2012 with the express intent of addressing learning gaps of learners from grade 3 to 7. The programme also seeks to empower the teacher in assisting individual learners who are not coping with the demands of their present grade. The main focus in implementing PLAP was also on improving reading and numeracy skills which was the reason why learners fail grade 7 examinations. To effectively implement the PLAP programme, MoPSE developed a teacher’s manual which specifies the procedures and outlines various teaching strategies and learner assessment methods giving examples of tracking the learner’s last point of success. The assumption was that the teacher possesses basic professional and relevant training in the education of the learner at primary school (MoPSE, 2012:4).
It is reported that the then ministry of education, Art, Sports and Culture (MOESAC) introduced PLAP in 2012 as an initiative to address achievement gaps in the above period. This programme is an attempt to compensate the lost teaching and learning time, to address the performance learning gap and sustain the learner’s ability to perform better academically. PLAP is a multi-grade teaching approach in which learners with similar performance lag in same subject have to be assisted weekly (MoPSE, 2012:40). To be effective, the teacher must first ascertain the learner’s last point of success which can be stablished through the administration of achievement tests. The intervention strategy involves revisiting the syllabus and targeting concepts that have been difficult for pupils at a particular grade level. Checks need to be made continuously and effectively. Pre-assessment is done to identify the learners’ last point of success, interests, their strengths as well as their weaknesses. Thus formative assessment is needed to assign pupils to differing grade equivalents. Then there is continuous assessment to focus on the basic instructional objectives. This continuous assessment is the cornerstone in PLAP administration as it ascertains each learner’s improvement, any challenges or the strengths that they may have.
However, the PLAP programme has its own challenges. A study by Nkoma (2014:39) found out that the PLAP intervention involves much paperwork and there is lack of resources to effectively implement it. Another issue raised by respondents in the same study was that teachers do not know how to modify instruction for high and low achieving pupils. The Zimbabwean curriculum has been updated to factor in some societal and technological changes but it is not known if teachers have received adequate support and capacity building in order to administer PLAP effectively. However, it is noted that many factors account for pupils’ under achievement in school. Nkoma (2014) identifies some factors on the complex nature of underachievement among learners in school. Truancy and absenteeism factor in as problems that affect academic achievements (Malcom, 1996). Pupils have differing learning abilities. It is also believed that learning problems in pupils may be a result of emotional, social, physiological, and intellectual difficulties.
This present research, therefore, sought to answer the following research questions:
Study Population
The population of interest for this study was all teachers who were working in Nebarwe Cluster Primary Schools in the past five years. It was assumed that they would have been implementing the PLAP intervention in the cluster since its inception. These teachers had to be certified and qualified in order to give informed assessments of the PLAP intervention.
The study participants were asked just to highlight their age ranges as many could have felt uneasy at disclosing their ages to strangers. The ages of the respondents are presented below:
Table 1: Age distribution of the participants
From the table 2 above; 3 (15%) of the respondents were below 30 years of age; 5 (25%) showed that they were between 30-35 years of age; 9 (45%) indicated that they were in the 35-40 year bracket. Another 15% of the respondents were over 40 years of age. The results show that the respondents were mature enough to give informed answers.
Table 2: Professional qualifications of respondents
From table 2 the highest qualification from the respondents reveals that, a throng number of respondents representing 75.0% are Degree holders, 15.0% have their Diploma whereas only 10.0% have certificates. Those respondents who possessed tertiary and higher tertiary level qualifications were believed to be able to contribute effectively and give informed assessments on the uptake of the performance lag address programme in the study area.
Table 3: Teaching Experience of the respondents
From Table 3 the respondents were asked how long they have taught since they qualified and the responses were that, 10.0% of the respondents indicated below 1 year, 15.0% indicated 1-3years, 25.0% pointed out 4-5 years whereas 50% indicated over 5years teaching experience. The table shows that most of respondents in the study had adequate experience to give informed answers to most of the questions in the survey.
Data collection
The tool used for data collection in this study was the questionnaire which comprised qualitative questions. The questionnaire was used to obtain information about current conditions and practices in PLAP administration and to make inquiries concerning attitude and opinions of teachers in quick and in precise forms ( Kombo, 2006; Chiromo, 2006). The questionnaire was appropriate for making assessment as to the impact of the PLAP intervention in the study area.
Research Design
The study design adopted was an Exploratory Case Study. This case study was also informed by the principles of Grounded theory which is a philosophy used to generate theories regarding social phenomena and to develop higher level understanding that is grounded in or derived from a systematic analysis of data (Salkind, 2012: 30). The case study design enabled the researcher to conduct an empirical inquiry that investigates a contemporary phenomenon (in this case, the usefulness of the performance lag address programme in teaching in Nebarwe Cluster) in depth and within its real life context. Further, the case study approach enabled the researchers to get enlightened on why the respondents consider the PLAP intervention as effective or ineffective: why it was being done, how they were implementing it and with what impact in their lessons. The descriptive type of case study was adopted for this research. This is the type used to describe an intervention or a phenomenon and the real life context in which it occurred.
Sample and sampling procedures
The researcher needed a small but focused sample. A non-probability, purposive sampling technique was adopted as a method of selecting the sample. The principles of the grounded theory in which the study is predicated stipulate that the sample is not set out at the outset but is selected purposefully as the analysis progresses. The researcher was guided by the assumptions, how meaning was generated, the adequacy of the data; so the researcher did not predetermine the sample at the beginning of the study.
Data analysis and interpretation
The study utilised the methods used in analysing qualitative data. Thus, data analysis took the form of content analysis which involved breaking up the data into manageable themes, patterns and trends. The aim of analysis was to determine whether any pattern or trends can be identified or isolated, into established themes in the data (Mouton, 2001). For the thematic analysis, the researcher also utilised the techniques suggested by Braun and Clarke (2006). The authors used flexible qualitative methods which include familiarising oneself with the data, generating initial codes, reading through each transcript to immerse in the data, reviewing themes, defining and naming themes and producing the report.
The relevance of the PLAP intervention in teaching and learning in Nebarwe Cluster
The researcher had to ask the respondents to describe some of the positive strides of the performance lag address programme as capable of improving learning and addressing academic lags:
“The performance lag address intervention is one meant to improve a learning skill or rectify a problem area. The purpose of PLAP teaching involves individualized teaching of students who are experiencing difficulties in specific subject areas. The PLAP instruction might be taught individually or in groups and targets academic lags or weaknesses that potentially hinder learning.” (Participant).
The respondents also highlighted the significance of media in PLAP interventions:
“Using phonics, vocabulary words or basic multiplication tables as teaching tools can give students the basic skills they need to advance to a higher academic level. By focusing on the importance of PLAP teaching in basic subjects, students may be better prepared to grow skills in those areas.” (Participant).
Teachers looking to reinforce skills through PLAP learning would also use media such as flashcards, games or fun activities involving phonics and basic math to help students get back on the learning path after a holiday or other extended time away from the classroom. As a catch up programme meant to assist all learners, learners will also benefit from PLAP interventions when returning from school holidays:
“Learners who have been out of school over December, April or August school holidays may benefit from the advantages of PLAP teaching.” (Participant).
It was also reiterated that continuing PLAP lessons over an extended time would reinforce skills that may have been lost. Another advantage of the PLAP teaching as highlighted by respondents who worked in special classes included helping learners with disabilities:
“PLAP can be used to help students with learning disabilities like dyslexia to overcome reading difficulties by helping them rewire their brain connections.” (Participant).
However, learners with reading problems needed a lot of time according to some respondents. PLAP instruction can help learners with reading deficits related to dyslexia.
On attempts to meet the objectives of PLAP teaching, the respondents reiterated that they should address learner differences in terms of learning ability, academic standards, classroom learning and academic performance and each has his own in learning:
“The aim of PLAP is to provide learning support to pupils who lag far behind their counterparts in school performance. By adapting school curricula and teaching strategies, teachers can provide learning activities and practical experiences to students according to their abilities and needs.” (Participant).
It was envisaged that through PLAP educators could also design individualized educational programmes with intensive support to help pupils consolidate their basic knowledge in different subjects, master the learning gaps, strengthen their confidence and enhance the effectiveness of learning.
The teachers studied also highlighted the importance of teaching preparation for effective PLAP teaching:
“Before preparing for their lessons, a teacher in the PLAP mode should identify the learners’ diverse learning needs as soon as possible so that they may design appropriate teaching plans to facilitate the learners’ effective learning.” (Participant).
Another issue which was raised was on designing the different teaching approaches. The respondent who supported this idea of devising various approaches and learning activities indicated that:
“Since pupils have different characteristics in learning, teachers must devise different learning activities with the same teaching objective to develop learners’ varied abilities and skills in problem solving.” (Participant).
The respondents also felt that they needed to design meaningful learning situations. Apart from using appropriate methodologies, the successes of PLAP interventions are inextricably tied to the provision of clear instructions:
“Learners who are lagging behind and those with learning difficulties are believed to be less competent in understanding written language. Therefore, the teacher in the PLAP mode should give learners short and clear instructions to avoid confusion. They must explain clearly the arrangement of each learning activity.” (Participant).
To be more effective, teachers added that they will also ask learners to repeat the steps of activities so that every learner may understand the instructions. Activities in supporting PLAP interventions in a classroom setting needed to enhance learning interest and motivation. The other issue raised by educators on effective PLAP programmes was on the need to focus on the entire learning process:
“Teaching should not only focus on the transmission of knowledge. It is also important to see that pupils are benefitting from the entire learning process.” (Participant).
Some of the teachers in the study felt that the learning process needed to be adapted to suit the level of the learners:
“While teachers should meet the syllabus content of their particular grade levels, effort needed to be expended towards watering down the objectives to suit the needs of their learners.” (Participant).
Another issue raised was that PLAP should not be directed by textbooks which should also not be taken as the school curriculum:
“There is no need to cover all the contents in the textbooks as well. Teachers can also classify the teaching content into core and non-core learning aspects according to the teaching objectives from the syllabus and pupils abilities. Core learning aspects require in-depth studies and application whereas materials in the non-core or advanced learning aspects may be streamlined or appropriately selected for teaching.” (Participant).
The importance of teaching and learning resources was also emphasised:
“Teachers should make good use of all teaching materials. For example, they may select and use the materials in textbooks to meet the teaching objectives, or compile their own supplementary teaching materials. They may also design materials of different standards.” (Participant).
There were some respondents who supported appropriate formulation of lesson plans. When formulating teaching plans, teachers needed to consider practical teaching and the mode of instruction:
“Teachers should formulate practical teaching objectives that meet the learning characteristics and weaknesses of pupils so as to foster a sense of achievement.” (Participant).
Another issue raised was that teachers should exercise their discretion in the appropriate use of teaching aids:
“Appropriate teaching aids not only help to enhance pupils’ interest in learning, but will also consolidate the knowledge they learned, thus achieving the objective of teaching.” (Participant).
Respondents also felt that the design and organization of teaching materials should be learner-oriented. Materials should also be selected and collated systematically to serve the purpose. The setting of a conducive learning environment was believed to effectively support PLAP interventions:
“Well-designed learning environment helps to maintain pupils’ attention and interest in learning and facilitates the achievement of teaching aims. In this way, it is easier to achieve the aim of teaching.” (Participant)
The above information shows that the teaching environment should be designed to support PLAP teaching activities. The respondents felt that teachers should prepare a rich, pleasant and comfortable learning environment for pupils.
Challenges faced in the implementation of the performance lag address programme in Nebarwe Cluster Primary Schools
The major challenges in the administration of PLAP in Nebarwe Cluster Primary Schools revolved around proper assessment and evaluation of learners by teachers to ascertain the last point of success. The points that the participants noted are:
“As teachers we are not really trained or equipped to administer proper learner assessment and evaluation. To what extend are these class based assessment programmes are not effective.” (Participants).
The evaluation instrument used by most teachers is the teacher’s own tests for instructional functions. The teacher made test is the most widely used instrument for evaluating student achievement. The participants feel that it is time the Schools Psychological Services, through networking with trained, licensed and registered psychologists intervene and assist in identification, diagnosis and treatment of learner difficulties.
It was noted that PLAP was not fully understood by the study participants. The teachers studied felt intimidated and overwhelmed. The respondents studied maintained that the programme was an ‘addendum’ or ‘an added responsibility’ and not a teaching and learning strategy. The curriculum designers continue to define the PLAP as an individualised teaching and learning strategy; a stance which was not in sync with the respondents’ conceptualisation of PLAP.
Data from the questionnaire shows that there were some problems in the cluster about the performance lag address programme. The respondents felt the programme was bringing more work to the educators. PLAP involved identifying achievement gaps in learners. Having identified achievement gaps, the assumption was that the teacher will teach the whole grade material:
“There is an unnecessary workload, for example, in instances where a higher junior grade teacher has to teach a learner some junior grade material when the child would be physically at junior level. Coupled with this addendum, the teacher must record every detail of the progress made for each child in the PLAP record book.” (Participant).
While the PLAP intervention also aimed at developing a concept, searching for content to address concept development was in itself a difficult undertaking. The respondents studied were struggling to come to grips with the performance lag address programme. Revisiting a child’s last point of success would mean revising past grade level syllabi, an undertaking which would place a greater burden on these teachers. The teachers felt that they needed to spend their time covering the syllabi at their current grade levels other than revisiting learner deficits in foundational skills. The respondents considered the conditions for PLAP administration as too time consuming given the demands of the existing competence based curriculum.
However, there was noted a general resistance to change which often comes with the adoption of new and innovative ideas in education. Some teachers were still clinging to the old and increasingly ineffective methods of teaching.
The respondents highlighted problems which were related to effective assessment of learning problems in learners:
“On assessing the learners’ last point of success, we are required to design a curriculum based test. We are not familiar with these kinds of tests. Presently, there are no proper clinics for effective diagnosis of learning problems such as dyslexia. In the PLAP intervention, a learner’s problems may be a result of specific learning disorders. Diagnosis of learning problems is not an easy task.” (Participant).
While teachers may use teacher-made curriculum based tests, there may be need for bringing in qualified assessors who are conversant with a standard battery of tests which can be used to assess learning problems. As a starting point, an evaluation needs to be made to determine each child’s specific area of learning deficit.
The performance lag address programme in Nebarwe Cluster Primary Schools was believed to be geared towards the learning needs of individual learners. Information gleaned from the data collection instrument and the manual developed by the Ministry of Primary and Secondary Education shows that PLAP aims to reinforce the foundation of learning, help pupils overcome their learning difficulties and develop their potentials. The respondents felt that PLAP should include short-term and long-term teaching objectives, learning steps, activities and reviews to ensure that the programme is implemented effectively. Teaching in the PLAP mode can be done in small groups or for individual. Teachers can hold meetings regularly to evaluate the effectiveness of work and gather opinions for refinement.
Assessment was profiled as playing a very important role in teaching and learning in the PLAP mode. By means of assessment, PLAP teachers can know the learning progress as well as strengths and weaknesses of pupils; hence, they may design different teaching activities accordingly to help pupils learn in an effective manner. Besides, it is also a means to measure the difference between pupils on PLAP and ordinary pupils so that teachers may decide whether or not the PLAP intervention is desirable.
The two most common assessment methods as suggested by MoPSE (2012:15) are Formative Assessment and Summative Assessment. In formative assessment, teachers can understand and assess the learning abilities of pupils from their daily classwork and homework as well as individual or group projects, such as model making, drawing, information collection, measuring activities and the way they relate daily events to the topics they learnt in class, so that they can revise the teaching content accordingly. In summative assessment, teachers may assess the performance of students by means of examinations or tests. The examination or test papers must cover all the main points in teaching where the levels of difficulty meet the pupils’ abilities. The weighting of questions and marks should be balanced. Different types of questions should be included.
Teachers may have different forms and weightings of assessment. Teachers should keep a detailed personal record for each pupil under the PLAP programme. They should assess the progress of pupils regularly and systemically in terms of mastery and non mastery of content. A comprehensive record provides information on the learning progress of pupils and serves as a reference. Assessments are needed to facilitate follow-up actions or changes in teaching strategies. In addition, it was envisaged that teachers should make reference to the teaching objectives in evaluating the effectiveness of teaching, and revise their teaching plans according to the learning needs of their learners.
The Zimbabwe Schools Examination Council (Zimsec) published Grade Seven 2016 results which show a national pass rate of 42, 9 percent. Pass rate has continued to show a snail’s pace from 2010 to 2016. In 2010, the national pass rate was 25 percent; 2011, it was 20,11 percent; 2012 it was 31, 5 percent; 2013 it was 31,2 percent; in 2014, it was 38,12 and in 2015, it was 41,61 percent. During the seven year period, most primary schools had struggled to beat the 50% mark nationwide. Thus attributing improved pass rates to PLAP administration on a national scale may be difficult.
The respondents highlighted other problems which were related to ineffective assessment and evaluation of learning problems in learners and ascertaining learner grade equivalents. There were no proper clinics for diagnosis of learning problems such as dyslexia. In the PLAP intervention, a learner’s problems may be a result of specific learning disorders. Diagnosis of learning problems is not an easy task. While teachers may use teacher-made curriculum based tests, there may be need for bringing in qualified assessors who are conversant with a standard battery of tests which can be used to assess learning problems. These tests include the Stanford Binet Intelligence Scales; the Woodcock-Johnson Psycho-Educational Battery; the Wechsler Individual Achievement Tests and many others. As a starting point, an evaluation needs to be made to determine each child’s specific area of learning deficit. From the literature reviewed, many factors account for pupils’ under achievement in school. Nkoma (2014:13) also identifies the complex nature of underachievement among learners in school. Truancy and absenteeism factor in as other evils that affect academic achievements (Malcom, 1996). Thus, learning problems in pupils may be a result of emotional, social, physiological, and intellectual difficulties.
Clinicians use comprehensive and generic diagnostic criteria to establish disorder thresholds. Evaluations by psychologists are preferred because they contain mutually exclusive phenomenological sub groupings within a diagnosis. Very few or no teachers at present may be able to design and use appropriate standardised tests like achievement tests, diagnostic tests and aptitude tests. If the teacher is able to use an objective instrument such as a wide range achievement test, they may be able to group or classify children appropriately teach them accordingly. The assessment and diagnosis of a learning disorder would have clinical utility in that it would allow clinicians to determine prognosis, treatment plans and potential treatment outcomes for learners. Models of clinical assessment from psychologists, such as the information-gathering model, represent the use of standardized tests to make diagnoses.
Appropriate assessment facilitates decision making in the educational setting and impacts positively on educators as test users. Throughout the developed world, psychological tests play an important role in educational settings, and their role will likely continue to increase. Teachers, testing specialists, and educational administrators use psychological tests to make a variety of important decisions. Teachers use psychological tests to make instructional, grading, and diagnostic decisions. Testing specialists and educational administrators use psychological tests to make selection, placement, counselling and guidance, program and curriculum, and administrative policy decisions. As test users, teachers, testing specialists, and educational administrators should be properly trained on the appropriate use of psychological tests. Educators without proper testing knowledge can make some improper decisions and cause themselves embarrassment or worse. Given the complex nature of the teaching job and our overenrolled classes of 1:50 in some cases, teachers may find it difficult to assist each child appropriately. The stumbling block, as highlighted in this study, revolves around misdiagnosis of learner difficulties because teachers lack the requisite skills to conduct meaningful assessments and evaluations of their pupils. It becomes pertinent that if teachers get clear and actionable feedback from psychological assessments by competent psychologists, replete with intervention strategies, PLAP success will be guaranteed.
Data from the questionnaire shows that there were some misconceptions in the cluster about the performance lag address programme. It was noted that PLAP was not fully understood by the study participants. The teachers studied felt intimidated and overwhelmed. The respondents felt that the programme was an ‘addendum’ or ‘an added responsibility’ and not a teaching and learning strategy despite curriculum designers’ continuing to define the PLAP as an individualised teaching and learning strategy. Plap involved identifying achievement gaps in learners. Having identified achievement gaps, the assumption was that the teacher will teach the whole grade material. An ‘unnecessary’ workload was identified in instances where a higher junior grade teacher had to teach a learner some junior grade material when the child would be physically at junior level. While PLAP intervention is aimed at developing a concept, searching for content to address concept development was in itself a difficult undertaking. A study by Nkoma (2014) also found out that the PLAP intervention involves much paperwork and the is lack of resources to effectively implement it. Another issue raised by respondent in the same study was that teachers do not know how to modify instruction for high and low achieving pupils.
The respondents studied were struggling to come to grips with the performance lag address programme. The teachers reiterated that they were struggling to come to grips with the demands of their current grade level syllabi content. Revisiting a child’s last point of success would mean revising past grade level syllabi, an undertaking which would place a greater burden on these teachers. The teachers felt that they needed to spend their time covering the syllabi at their current grade levels other than revisiting learner deficits in foundational skills. The respondents considered the conditions for PLAP administration too time consuming given the demands of the existing competence based curriculum.
Recommendations
Conflict of interest
The author declares no conflict of interest.
Funding
The research was not funded.
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