Effects of ‘double-sessioning’ on Provision of Quality Education: Perspectives of Education Administrators, Primary School Heads and Teachers in Zimbabwe

Abstract

The study sought to investigate the negative effects of ‘double-sessioning’ and perspectives held by District Schools Inspector (DSI), school heads and teachers, on pupil learning and provision of quality education in schools practising hot-sitting in Goromonzi District. It employed a mixed methods research design. The study population comprised the DSI, all heads and teachers in primary schools practising ‘double-sessioning’, commonly referred to as ‘hot-seating’ in the District. Six schools that were practising hot-seating were purposively selected out of a total of 85 schools in the District to participate in the study. The target population was stratified according to position of the respondents, i.e.: teacher, school head or DSI. The study sample size was 51, randomly-selected from each stratum. Data-gathering instruments included: structured questionnaires, interview schedules and Focus Group Discussion guides. Questionnaires were administered to 32 teachers while the DSI and 6 School Heads were interviewed, and 12 more teachers participated in Focus Group Discussions (FGDs). Data were analysed using the thematic analysis technique. Findings revealed that double sessioning had the following negative effects on pupil learning and provision of quality education, viz: hot-seating reduces teaching-learning contact time; causes destruction of resources (e.g. furniture) through overuse; gives rise to increased challenges relating to the supervision of teachers, and compromises the quality of education. However, ‘hot-seating’ increases access to education for children. Based on the negative effects of ‘hot-seating’ that emerged from the District, the study recommends that Policy-makers and Education Planners need to review this double sessioning policy and practice.