Effects of Double Seasoning to Quality Education in Mzilikazi District Primary Schools: Teacher’s Perceptions

Abstract

This study sought to establish the effects of double sessioning to the provision of quality education in Zimbabwe primary schools. The reviewed literature revealed that hot-sitting had a strong negative impact to teaching and learning such that quantity is promoted at the expense of quality education. The study employed the quantitative paradigm and adopted the descriptive survey design. The population comprised all primary schools in Bulawayo Metropolitan Province’s Mzilikazi District. The sample consisted of 100 subjects made up of 65 female and 35 male teachers. Data were collected using a questionnaire which had both close-ended and open-ended questions. Descriptive statistical analysis was used to interpret data. The study revealed that the division of the school day into two sessions results in very limited teaching/learning time and also makes it difficult for heads to manage the school effectively. The study recommends that both the central government and local authorities should prioritize the construction of more classrooms in order to eradicate the phenomenon of double session as it hinders the provision of quality education to pupils Keywords: Effects, hot- seating, quality education, perceptions, primary schools and district.