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ERIC Number: EJ1079543
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2222-1735
Factors Contributing to Ineffective Teaching and Learning in Primary Schools: Why Are Schools in Decadence?
Mupa, Paul; Chinooneka, Tendeukai Isaac
Journal of Education and Practice, v6 n19 p125-132 2015
The study sought to explore factors that contribute towards effective teaching and learning in primary schools. The study was prompted by high failure rate of pupils at grade seven level which recorded zero percent pass rate since 2013. The researchers were prompted to investigate why there is such decay in schools in Zimbabwe. Mixed methods were used to collect data. The study found out that teachers do not employ a variety of teaching methods. They do not prepare a variety of media for use in the teaching and learning. Teachers' instructional materials are limited to textbooks and syllabuses and do not go beyond that. Pupils learn in harsh and unconducive teaching and learning environments and there is low morale among teachers. Parental support in terms of extra materials such as text books and revision books is very low. Only a small proportion of parents guide their children on homework. They do not provide extra lessons for their children. Schools lack adequate textbooks, revision books and resource books to extend children's knowledge. The study recommends the need for schools to employ qualified teachers who have knowledge of effective teaching. School heads should supervise teachers so that proper teaching, scheming and planning is done. Donor funding should be sought to provide necessary resources like text books that are in short supply. The Ministry of Education should supervise school practices to align them with the demands of children in the twenty first century.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe
Grant or Contract Numbers: N/A