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Improving student academic performance in Maths and Science
Muridzo, Benjamin
Muridzo, Benjamin
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Date
2024
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Zimbabwe
Abstract
Context: The research is situated within Masuka Christian High School in Zimbabwe, a private institution facing challenges in student performance in Maths and Science. Established in 2015, the school has struggled to achieve pass rates above regional averages for the past three years, prompting concerns from students, teachers, and parents.
Aims: The primary aim of the research was to explore and implement strategies to enhance student outcomes in Maths and Science, specifically in light of the poor performance compared to surrounding schools. The study sought to identify underlying factors contributing to low pass rates and to develop interventions to address these issues.
Methods: A mixed-methods approach was employed, utilizing focus group discussions, interviews, and analysis of students' written work to gather data from three groups: teachers at Masuka Christian High School, teachers from neighboring schools, and students. Participants included teachers with varied qualifications and students across different performance levels, ensuring a comprehensive understanding of the issues at hand.
Findings: The findings revealed significant issues, including a lack of resources such as textbooks and laboratory equipment, insufficient practical lessons, and the need for both remedial and extension work tailored to different student capabilities. Post-intervention, results indicated improvement among high-performing students, while lower-performing students showed slower progress. Upgrades to laboratory facilities and the introduction of an e-library increased student engagement and enrollment in Maths and Science classes.
Implications: The study suggests that localized continuous professional development programs may be crucial for enhancing teaching effectiveness. Additionally, the integration of modern teaching resources, such as video lessons and collaborations with neighboring schools for benchmarking, can foster a supportive learning environment. Teachers may find insights into addressing specific challenges related to resource limitations and program implementations within a similar educational context.
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Keywords (free text)
classroom culture, teacher development, professional development, student involvement, mixed-method research