Department of Early Childhood Education

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Browsing Department of Early Childhood Education by Author "Litshani, N. F."

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    Pedagogic gender sensitivity in the teaching and learning of science and technology: A comparative case study of single and mixed sex high schools in Zimbabwe
    (2020-03) Zigara, Herbert; Runhare, T.; Litshani, N. F.
    The purpose of this study was to explore the nature of boys’ and girls’ access to and their performance in science and technology subjects at one mixed sex and one single sex school in Zimbabwe. The research was anchored on the mixed methods research design which combined quantitative and qualitative research designs in a single study. The study’s quantitative objective was to establish if there was any significant difference in access to and performance in science and technology subjects between girls in a single sex school and their counterparts in a mixed sex school. A comparison of boys and girls learning together at a mixed sex school as well as boys in a mixed sex school and girls in a single sex school was undertaken to determine the presence or absence of any significant difference in terms of their access to and performance in science and technology subjects. The main objective that generated qualitative data sought to explore factors that could influence access to and performance of boys and girls in science and technology subjects at single sex and mixed sex schools. The case study comprised of two research sites; a mixed sex and a single sex school in Zimbabwe. The probability stratified random sampling technique was adopted for the quantitative sample size which comprised of 112 boys and girls from a mixed sex school and 81 girls from a single sex school. The qualitative sample size from the two study sites was purposively selected. The sample at a mixed sex school consisted of 1 head of school, 1 deputy head, 2 science and technology subjects HODs, 11 science and technology subjects class teachers and 8 science and technology subject teachers. The sample at a single sex school comprised of 1 head of school, 1 deputy head, 2 science and technology subject HODs, 10 science and technology subjects class teachers and 7 science and technology subject teachers. Quantitative data was collected using survey questionnaires administered to learners and document analysis. Qualitative data was gathered using Individual face-to-face semi-structured interviews with teachers. Quantitative data analysis was done statistically using chi-square and binomial tests while qualitative data were analysed thematically and in purely descriptive form. Quantitative findings revealed that there was significant difference (p<0.05) in terms of access to subjects at school which favoured single sex school girls compared to mixed sex school girls. On subjects offered, mixed sex school girls had more subjects taught at their school and therefore, had more access. With regards to access between boys and girls at a mixed sex school, statistical findings revealed significant difference (p<0.05) in favour of boys. In terms of subjects offered, both mixed sex school boys and girls had access to all subjects which were the focus of this study except building. Statistical findings on access between girls at a single sex school and boys at a mixed sex school indicated significant difference (p<0.05) in favour of single sex school girls. In terms of subjects offered, mixed sex school boys had more access as they are exposed to more science and technology related subjects than girls at a single sex school. With regards to performance between mixed sex school girls and those at a single sex school, statistical findings depicted significant difference (p<0.05) in favour of single sex school girls. Statistical findings on performance indicated no significant difference (p>0.05) between boys and girls learning together at the same school. Chisquare results revealed that single sex school girls performed better (p<0.05) than mixed sex school boys. Qualitative findings revealed that socialising agents namely, the media, home, school and peers promote a patriarchal ideology which favours boys than girls and help to track more boys than girls into science and technology subjects. On factors that influence school performance in science and technology subjects on gender lines; it emerged that patriarchal ideologies embedded in society create a notion of male superiority over females. The school, home, peers and the media portray boys as more powerful than girls, thereby enhancing their performance in science and technology subjects compared to girls. The study recommended family dialogues on gender roles, gender sensitive seminars in communities, government advocacy programmes, gender sensitive textbooks in communities and schools, gender sensitive modules to student teachers, deployment of gender experts in schools and crafting of policies to make the teaching of science and technology subjects mandatory. The study also recommended provision of national legislative platforms as well as dialogue and review of national, regional and international statutes on gender inequalities to redress the perception that boys are more capable than girls in science and technology subjects.
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    The Influence of Teachers’ Professional Development in the Teaching of Mathematics in Grade 2 in Sibasa Circuit
    (2026-05-19) Nekhumbe, Mpheni Xtra; Makhwathana, R. M.; Litshani, N. F.
    This qualitative research investigated the influence of teachers’ professional development in the teaching of Mathematics in Grade 2 in the Sibasa Circuit. This study addressed a significant gap in understanding how professional development programmes influence teaching practices, shaping learners' mathematical understanding and future academic progress, and teaching strategies of Grade 2 teachers in this context. Guided by an interpretive paradigm grounded in constructivist theory, the study adopted a qualitative research approach. The target population of this study consisted of all Grade 2 teachers in the Sibasa Circuit. Using purposive sampling, three (3) primary schools among the nineteen (19) with the highest number of Grade 2 classes were selected. A purposive sample of six Grade 2 teachers participated in the study, with two teachers drawn from each selected school. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were examined using thematic analysis to identify common patterns and ideas about how professional development affects the teaching of mathematics in Grade 2. The findings indicate that professional development has had a limited influence on enhancing mathematics teaching practices in Grade 2. A greater allocation of time to structured and formal teacher professional development programmes is recommended. This study aimed to contribute to teachers' continuous professional growth.