Abstract
The aim of the study was to determine the various needs facilitators and schools lack for effective teaching of science, technology, engineering, and mathematics (STEM) subjects, in both the primary and secondary under-resourced rural schools. This survey was conducted from February 2019 to March 2019, in Lupane and Hwange Districts. A multi-stage sampling method was used for collecting data. Focus group discussions were also used in collecting data and were conducted prior to issuance of questionnaires for completion by the participants. In analyzing data, odds ratio (OR) were calculated to compare the relative odds between outcomes and variables of interest. The survey found out that female facilitators were lagging behind in the uptake and training of teaching of STEM subjects, which could be attributed to family responsibilities. It was established that some needs such as lesson delivery skills, research skills and capacitation were highly needed in primary schools as compared to secondary schools. While other needs identified were equally needed in both primary and secondary schools. These include but are not limited to conducting team teaching with other facilitators, linking topics and lessons across classes and lessons, application skills and STEM activities. It was highly recommended that primary and secondary school facilitators be funded to attend capacitation platforms in teaching of STEM subjects for effective teaching of STEM in rural schools and using locally available resources, as limited resources is the order of the day in rural schools. Schools must be equipped with tools and structures such as laboratories. If schools cannot build laboratories, it was recommended that mobile laboratories be established to improve teaching of STEM subjects in under-resourced rural schools. One mobile laboratory can service many schools in the district and improve the pass rate of STEM subjects.
Highlights
AND INTRODUCTIONLupane and Hwange are districts located in the Matabeleland North Province of Zimbabwe with Lupane as the Provincial capital
As found by Bahar and Adiguzel (2016), facilitator confidence was one of the factors that was influential in inspiring learners in choosing STEM subjects
This implies that self-confidence of the facilitator needs to be boosted to inspire more learners enrolling in STEM subjects
Summary
AND INTRODUCTIONLupane and Hwange are districts located in the Matabeleland North Province of Zimbabwe with Lupane as the Provincial capital. Lupane is approximately 172 km from Bulawayo along the Victoria Falls road. There are roughly 28 secondary schools in Lupane and pass rate is generally low, 20.74%, according to the last published statistics from Ministry of Primary and Secondary Education (2017) and this is due to rural location of schools and long distances travelled by learners to the nearest under resourced school. There are roughly 106 under resourced primary schools scattered around the district with a passrate of 19.57% in 2017. Hwange is as well along Bulawayo-Victoria Falls road. It is roughly 100 km from Victoria Falls by road. Hwange has highly under resourced primary and secondary schools. Learners still walk long distances to the nearest under resourced primary or secondary school. There are 64 rural primary schools with a passrate of 39.7% in STEM subjects and 23 rural secondary schools with an overall passrate of 26.22% in 2017
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