The Status and Quality of Science Education in Rural Day Secondary Schools in Chirumanzu District, Zimbabwe

Abstract

The study investigated the current status and quality of science education in satellite schools in rural Zimbabwe. The study was conducted in five secondary schools in Lalapanzi cluster in Chirumanzu district, Zimbabwe. The study adopted the descriptive survey research design. It used semi structured questionnaires, observations and interviews as data collection tools. Results show that science teaching and learning is more didactic and theoretical in approach so that learners only develop factual knowledge of science principles and facts. Furthermore a number of factors such as insufficient teaching and learning resources, ill equipped laboratories, inadequate time for preparation and teaching due to a heavy workload and large class sizes limit the quality of science teaching and learning. The study also show that the provision of adequate funds to purchase equipment, build more laboratories, facilities and ensure a regular supply of consumables will improve the quality of science teaching and learning. The provision of laboratory assistants as well as payment of adequate salaries, allowances and incentives for science teachers could improve the quality of science education in Lalapanzi cluster secondary schools. It is recommended that more resources and funding be allocated to education and science education to enable schools to provide the required infrastructure and facilities as well as consumables. Science teachers should engage in ongoing professional development to be equiped with pedagogical skills as well as pedagogical content knowledge.

Keywords: science education, satellite school, quality science education