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Author Mufanechiya, Tafara
Source CiteSeerX
Content type Text
File Format PDF
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Zimbabwean Secondary School ♦ National Examination ♦ Secondary School ♦ School Head ♦ Quality Education ♦ Full Time Item Writer ♦ Overall Final Result ♦ Overall Pas Rate ♦ Focus Group Discussion ♦ Heavy Academic Cross ♦ Curriculum Implementation ♦ Masvingo Urban ♦ Student School Grade ♦ Public Examination ♦ Zimbabwe School Examination Council ♦ Case Study ♦ Way Evaluation System ♦ Possible Examination Topic ♦ Vast Knowledge Form ♦ School Quality ♦ Qualitative Data
Abstract It is now commonplace in the Zimbabwean secondary schools that examinations have dictated the curriculum instead of following it. Public examinations have negatively impacted on curriculum implementation in secondary schools. Regrettably, quality education has been the biggest casualty. This case study collected qualitative data from school heads, teachers and students to ascertain how examinations have impacted on teaching and learning. Twenty (20) form four teachers responded to questionnaires, sixty (60) students participated in focus group discussions and three (3) school heads were interviewed from the three randomly selected secondary schools in Masvingo urban. The research found that national examinations have grossly affected, influenced and dictated the way the curriculum has been implemented. School quality has thus been described in terms of the overall pass rate in national examinations. In turn, teachers have narrowly focused their teaching on possible examination topics at the expense of some vast knowledge forms. Both teachers and students have carried a heavy academic cross on their shoulders and the pressure and strain have resulted in a lot of cheating. The study recommends a two way evaluation system in which the student’s school grade and that of the national examinations are combined to come up with the overall final result. The Zimbabwe Schools Examination Council should have its own pool of full time item writers and examiners in order to enable
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study