The Effective Teaching and Learning of Biodiversity in Advanced Level National Biology Curriculum (9190), Masvingo Province, Zimbabwe

Abstract

The study presents findings on the effectiveness of the teaching and learning of the topic biodiversity a component of the Zimbabwean Advanced level Biology curriculum (9190) in Masvingo. The main goal of this study was to identify the methods employed by the teachers when teaching the topic Diversity of organisms and factors that affect their effectiveness in the teaching and learning of this component as well as establishing the challenges faced by ‘A’ level biology teachers during the teaching and learning of this topic. The data gathering procedures involved ‘A’ level biology lesson observations, document analysis of ‘A’ level biology teachers’ schemes and records of work, past examination question papers from ZIMSEC and chief examination reports for the period 2003-2005. Questionnaires were administered to ‘A’ level biology teachers and students. The Zimbabwe School Examination Council (ZIMSEC) National Chief Examiner for Biology Curriculum 9190/2 was interviewed. The qualitative and quantitative methods of data analysis were employed. The results obtained indicated that the teaching and learning of biodiversity was not very effective. Findings from the lessons observed and the interviews carried out to the Heads of Science Departments showed that the majority of the strategies used in biodiversity teaching were not student-centred. Very few schools were found to involve field trips when teaching this topic. The study recommends that ‘A’ level biology teachers from each province establish ‘A’ level biology peer coaching teams to help each other on the diversity of organisation. Workshops on how to prepare fieldtrips as a teaching strategy should be organized and carried out.