Students In Zimbabwe Research Articles

Role of Technology to Improve the Effectiveness of University Canteen Systems

The university canteen system is an essential part of the campus environment, providing students and staff with a convenient and affordable source of food. However, many universities struggle to maintain efficient and effective canteen systems, leading to long queues, limited food options, and unsatisfactory service. The study seeks to identify the key challenges faced by traditional canteen systems in universities, to explore the potential benefits of using technology in university canteen systems, to analyse existing technologies used in university canteen systems and their effectiveness and to develop a framework that enhance the efficiency and user experience of university canteen systems. The study adopted a positivist research approach, making use of quantitative methods of data collection. The target population was university canteen managers and staff, university staff, and university students in Zimbabwe. In order to improve the performance of canteen systems, the project at hand provided a framework that uses technology to streamline operations, boost menu planning and customization, improve payment alternatives, and provide real-time feedback mechanisms to guarantee customer satisfaction. The study’s findings show that university canteens ought to concentrate on developing a framework based on innovation and technology that places a priority on innovations that boost financial performance, including cashless payment systems because they increase the effectiveness of canteen systems.

Effect of the Dialogue and Argumentation Strategy on the Academic Achievement of Ordinary Level Students in Zimbabwe

The purpose of the study was to examine the effect of the dialogue and argumentation strategy on the academic achievement of mathematics students studying the subject at ordinary level. The research strategy used was a descriptive survey. A quantitative approach that used a structured questionnaire for data collection from a sample of 100 O’ level Mathematics teachers was used. Data validation was done using Confirmatory Factor Analysis (CFA). The Structural Equation Modelling (SEM) was used for data analysis. The empirical findings of the study indicated that all the factors of dialogue and argumentation strategy namely: collective teaching, purposeful teaching, supportive teaching, reciprocal teaching, cumulative teaching and pedagogical repertoires have a significant and positive influence on the teaching of ordinary level mathematics. These results demonstrate that the dialogue and argumentation strategy has a significant effect on the academic achievement of ordinary level mathematics students. The main study limitation was that the findings of this study might not be transferable nationally since the study was delimitated to only schools in Gutu district of Masvingo province in Zimbabwe. These results have implications on the effective teaching of ordinary mathematics in secondary schools in Zimbabwe.

From Exclusion to Inclusion: Understanding the Financial Landscape of University Students in Zimbabwe

The purpose of this study was to assess financial inclusion status of University students in Zimbabwe. In order to achieve this objective, 109 students from across six State Universities participated in the study by completing questionnaires. Data analysis was enhanced through SPSS version 23. The findings of the study reveal that most university students own a bank account. However, a small number are applying and accessing bank loans. In addition, a number of impediments have been found that prevent certain university students from being financially included. These obstacles include insufficient income to fund bank accounts, excessive bank fees, a lack of trust and confidence, and ignorance of the prerequisites for opening a bank account. The study also found that there is a lot of potential in terms of university students' financial inclusion because most of them have smartphones that can be used for online banking, the majority of them said they are considering opening a bank account in the future, and the majority of them said they understand the significance of financial inclusion. The following recommendations were made: the financial sector should provide unique financial services for students under the guise of inexpensive student loans, accounts and financial education.

Emotional intelligence of radiography students in a low resource setting: A cross-sectional survey

IntroductionUnderstanding noncognitive traits like emotional intelligence (EI) is valuable for radiography students, academics, practitioners, and educators. It helps them become aware of how these traits can impact their training, placements, and careers. This study aimed to evaluate the EI of radiography students at a tertiary institute in Harare, Zimbabwe. MethodsA quantitative cross-sectional study using a validated Trait EI questionnaire was conducted on students at a tertiary institute in Harare, Zimbabwe. Student t-test, analysis of variance (ANOVA), and Spearman's rho were employed for data analysis. ResultsA total of 84 radiography students were enrolled in this study. The students had relatively lower EI scores (4.31 +/-0.49) as compared to most of their global counterparts. A significant positive monotonic relationship was identified between age and self-control factor (Spearman's rho = 0.22, p = 0.04). There were no statistically significant differences in mean scores for the global and the four EI factors when stratified by gender, even though males had slightly higher scores than females in all but the emotionality factor. There were no significant differences in the mean scores of the global as well as the four factors by year of study. ConclusionDeliberate, time-intensive curriculum interventions are needed to improve the EI of radiography students in Zimbabwe and this trend is potentially similar to other resource-limited settings. However, more context-specific evidence is needed to formulate the best techniques for EI interventions.

An Analysis of the Role of Social Media on the Adoption of Internet Banking by University Students in Zimbabwe

The aim of the study was to analyse the role of social media on the adoption of internet banking by university students in Zimbabwe. The study adopted a sequential explanatory research design with the goal of using mixed research approach. Purposive sampling technique was adopted. A sample of 450 university students studying qualifications ranging from certificates to master degrees were selected from two (2) public universities and two (2) private universities in Zimbabwe. Data was gathered using questionnaires which were distributed to 450 university students. The study revealed, through a Chi Square test that there was a relationship between social media messages and videos on internet banking accessed by university students per day and adoption of internet banking by the university students. The study also found university students frequently check out videos on internet banking sent and uploaded on social media platforms by the banks. The study found that the effects of social media on adoption of internet banking by university students are that social media friends of the students have approved use of internet banking products, banks provide advice on internet banking using social media, videos and messages which are easy to understand, banks frequently give updates on internet banking issues using social media and banks also share latest technologies through social media. The study revealed that banks are slow at responding to internet banking queries raised by students in various social media platforms. The study recommends that banks should be very alert on social media and quickly respond to their customers’ messages. Banks should carry out some training online workshop for their clients who use Facebook so that they can understand the needs of the customers and make their products easy to understand.

From perceived parental entrepreneurial passion to technopreneurship intention: The moderating role of perseverance and perceived parental entrepreneurial rewards

In light of significant advancements in both theoretical and practical aspects of technopreneurship, supported by empirical research, there remains an unexplored area within the academic domain pertaining to the impact of perceived parents’ entrepreneurial passion towards a career in technopreneurship and technopreneurship intention among Generation Z students remains unexplored in the academic domain. This study thus aims to examine how perceived parents’ entrepreneurial passion, perceived desirability and perceived feasibility would stimulate attitude towards a career in technopreneurship and technopreneurship intention among Generation Z students in Zimbabwe. It is based on a nomothetic quantitative methodology, where a survey was applied to collect responses from Generation Z university students in the Harare Metropolitan Province of Zimbabwe. Through structural equation modelling, the findings are validated, confirming that perceived parents’ entrepreneurial passion, perceived desirability and perceived feasibility do indeed influence attitudes towards pursuing a career in technopreneurship. The study also discovered that attitude towards a career in technopreneurship has a positive and a significant impact on technopreneurship intention. Moreover, the results support the moderation role of perseverance and perceived parental entrepreneurial rewards on the nexus between attitude towards a career in technopreneurship and technopreneurship intention. Based on the results, the study concludes that perceived parents’ entrepreneurial passion, perceived desirability and perceived feasibility would stimulate attitude towards a career in technopreneurship and technopreneurship intention among Generation Z students.

Mental health literacy of undergraduate radiography students in Zimbabwe

IntroductionL'évaluation de la connaissance de la santé mentale (CSM) des étudiants est cruciale pour comprendre les lacunes en matière de connaissances sur la santé mentale, la stigmatisation, les croyances erronées, les facteurs de risque et les comportements de recherche de traitement. L'objectif de cette étude était d'utiliser une échelle validée pour examiner la CSM des étudiants en radiographie dans un établissement d'enseignement supérieur à Harare, au Zimbabwe. MéthodologieUne enquête descriptive transversale a été menée pour évaluer la CSM des étudiants en radiographie dans un établissement tertiaire de Harare, au Zimbabwe, à l'aide d'une échelle CSM validée. Des tests t individuels et des analyses de variance (ANOVA) ont été effectués pour chaque variable afin d'examiner les différences entre les groupes censés différer dans leur CSM. RésultatsLe score moyen global de CSM était de 96,62 (écart-type 9,55), les étudiants étant moins bien informés sur les facteurs environnementaux, sociaux, familiaux ou biologiques qui augmentent le risque de développer une maladie mentale. Le sexe n'a pas eu d'effet statistiquement significatif sur le score global, t(83) = -0,81, p = 0,42 [M Hommes = 95,64, ET Hommes = 10,14; M Femmes = 97,35, ET Femmes = 9,12]. Cependant, il y avait une différence significative dans la connaissance de la phobie sociale en fonction du sexe, t(87) = -1,95, p = 0,05, les étudiantes (M = 3,33, ET = 0,62) obtenant un score plus élevé que les étudiants (M = 3,05, ET = 0,73). En ce qui concerne la reconnaissance des troubles de la personnalité, les étudiants ayant des antécédents de troubles mentaux ont obtenu des scores plus élevés (M = 3,5, ET = 0,53) que ceux qui n'avaient pas d'antécédents (M = 2,90, ET = 0,78). ConclusionLe programme d'études devrait être développé pour aider les étudiants en radiographie de premier cycle à être plus conscients de la santé mentale et à chercher du soutien.

Making Sense of the Curriculum Theory Taught to Teacher Education Students in Zimbabwe

Making Sense of the Curriculum Theory Taught to Teacher Education Students in Zimbabwe

Pharmacy students' attitudes and beliefs about spirituality and spiritual care in professional education in Zimbabwe

IntroductionA majority of Zimbabweans are religious and/or spiritual. Spirituality and spiritual care (SC) are important parts of patient care. The study's objective was to investigate pharmacy students' attitudes/beliefs about spirituality and SC in pharmacy education and practice in Zimbabwe. MethodsThis cross-sectional descriptive nationwide study gathered data from pharmacy students at the University of Zimbabwe (UZ) and Harare Institute of Technology. The 38-item survey measured students' spirituality and SC perspectives and their religious and demographic characteristics. ResultsMost respondents were Christian (89%), female (54%), and attended the UZ (63%). Slightly over half agreed/strongly agreed that they “would like to undertake coursework that will make them competent in providing SC to patients” (52%), SC education would improve their clinical performance (51%), and education that promotes spiritual well-being or integration will make them more empathetic and compassionate practitioners (63%). Pharmacy students also believed that more education on spirituality should be given to pharmacy students (48%), SC is an important part of pharmacy practice (74%), “discussing patients' spiritual or religious beliefs can improve the pharmacist-patient relationship” (74%), and anticipated to incorporate spirituality into professional practice upon graduation (50%). ConclusionsMost pharmacy students in Zimbabwe considered themselves spiritual/religious and had positive perceptions about spirituality and SC in pharmacy education and practice. There was a positive association between students' personal religiosity and their beliefs about SC. Students anticipated that SC would be incorporated into their education and future professional practice and indicated they wanted more education and training to feel competent in SC.

Factors Influencing Drug and Substance Abuse among Secondary School Students in Zimbabwe

The study was premised on factors that influence secondary school students’ participation in drug and substance abuse activities. In this context for data generation, analysis, and discussion, was guided by a framework comprised of the phenomenology and qualitative approach. For this study thirty students and six class teachers from one secondary school in Zimbabwe were purposively and conveniently sampled as sources of information for the issue under investigation respectively. Document analysis, focus group discussion, and personal interview were employed to generate data, which was later analyzed according to emerging themes. From the study, it was revealed that secondary school students were abusing a variety of drugs, and substances such as ganja cakes, among others. It was also noted that students at the secondary school under investigation were driven into drug and substance abuse activities due to peer pressure among others. With the aim to mitigate prevalence of drug and substance abuse amongst the students at selected secondary schools, it was advocated that peer counseling, establishing rehabilitation centers, the introduction of stiff disciplinary measures, and awareness campaigns. Therefore, it can be concluded that secondary school students’ participation in drug and substance abuse, within the school premises was largely influenced by multiple factors. It is in this context that the researchers recommend that in selected secondary school coaching of students secondary school students, teachers, and parents/guardians on the execution of peer counseling strategy to ease off secondary school students' participation in anti-social demeanors needs be reinforced.
 
 Received: 15 November 2022 / Accepted: 29 December 2022 / Published: 5 January 2023

Prevalence of dysmenorrhea and associated risk factors among university students in Zimbabwe.

Dysmenorrhea is an often incapacitating condition that is characterized by painful menstruation and general body malaise. In Zimbabwe, this condition is understudied, and its associated risk factors are poorly understood. To investigate the prevalence and associated risk factors of dysmenorrhea among female students at Midlands State University in Zimbabwe. This is a cross-sectional study that employed simple random sampling technique to obtain data from 382 students using pretested and self-administered questionnaires. Data were analyzed using STATA version 16. Associations between dysmenorrhea, menstrual, sociodemographic, and lifestyle characteristics were measured using chi-square test and logistic regression model. The prevalence of dysmenorrhea was 75.9%, with 28.6% of sufferers describing their pain as severe. Dysmenorrhea significantly affected the school/daily activities of respondents (χ2 = 18.22, p < 0.001). Family history (χ2 = 4.28, p = 0.04), age of menarche (χ2 = 14.8, p < 0.001), regularity of menstrual cycle (χ2 = 18.1, p < 0.001), and parity (χ2 = 8.8, p = 0.03) were associated with the prevalence of dysmenorrhea. The risk of developing dysmenorrhea almost doubled with positive family history (prevalence odds ratio = 1.68 (95% confidence interval: 1.03 to 2.75, p = 0.040)); increased with decrease in age of menarche (prevalence odds ratio = 0.19 (95% confidence interval: 0.10 to 0.45, p < 0.001)) and decreased with increase in parity (prevalence odds ratio = 0.15 (95% confidence interval: 0.03 to 0.82, p = 0.029)). However, the risk was low among those with irregular menstrual cycles (prevalence odds ratio = 0.14 (95% confidence interval: 0.10 to 0.33, p < 0.001)). Physical exercise, smoking, alcohol, and coffee consumption were not associated with the prevalence of dysmenorrhea (p > 0.05). Dysmenorrhea is common among female students at Midlands State University, and it significantly affects their academic activities. Family history, regular menstrual cycle, nulliparity, and lower age of menarche were risk factors. More awareness is recommended including studies on impact and management strategies.

Data from Zimbabwean College Students on the Measurement Invariance of the Entrepreneurship Goal and Implementation Intentions Scales

This article analyses primary data on the entrepreneurship intentions of selected Zimbabwean college students. The goal of this study was to examine the measurement invariance of the entrepreneurship goal and implementation intention scales across gender groups in a higher education setting. Entrepreneurship goal intentions (EGI) and entrepreneurship implementation intentions (EII) are examined as separate but related constructs. To address the research goal, a positivist philosophy and quantitative research approach were used. A cross-sectional survey was used to collect data from a convenient sample of 262 college students in Zimbabwe. A researcher-administered questionnaire, written in English, was distributed to the respondents and collected after completion. Multi-group confirmatory analysis was performed on the dataset using JASP computer software. The results obtained confirmed all four levels of measurement invariance, namely configural, metric, scalar, and strict invariance. The pattern of the results validates the consistency of the measurement properties of the entrepreneurial intention instruments designed in developed countries across different contexts of use. Researchers, entrepreneurship educators, and policymakers in Zimbabwe can use the results of this analysis to quantify potential entrepreneurs among young adults and to come up with intervention measures to support future entrepreneurship.

The Effect of Entrepreneurial Self-Efficacy and Entrepreneurial Self-Identity on Entrepreneurial Goal Intentions of Female and Male College Students in Zimbabwe

This article investigated how entrepreneurial self-identity and self-efficacy interact to affect the entrepreneurial goal intentions of a sample of female and male college students in Zimbabwe. Researchers are urged to examine these factors’ combined influence, given that earlier studies looked at their effects separately. To achieve the research goal, a cross-sectional survey using a self-completion questionnaire on a convenience sample of 262 respondents was conducted in Zimbabwe among college students. The results confirmed that entrepreneurial self-identity and self-efficacy had statistically significant direct effects on the intention to pursue an entrepreneurial goal. They also confirmed that the relationship between entrepreneurial self-efficacy and entrepreneurial goal intention was mediated by entrepreneurial self-identity. The study, however, found no statistically significant differences in the pattern of results between males and females. The study adds to the body of knowledge by proposing and testing a conceptual model that has never been considered before. The findings of the study have implications for the formulation of interventions and policies aimed at promoting entrepreneurship.

Experiences and Challenges of Adapting to Online Learning during Covid -19 Induced Lockdown: The Case of Gweru Urban Tertiary Students in Zimbabwe

The novel Corona virus resulted in lockdown measures being put in place in order to curb the spread of the virus. This led to the closure of all schools and tertiary institutions. In Zimbabwe, the Ministry of Higher and Tertiary Education, Innovation, Science, and Technology Development (MHEISTD) announced the suspension of face-to-face teaching and learning and indicated that learning would continue online. This was an unexpected new experience for tertiary students. This study sought to explore the experiences and challenges faced by tertiary students in Gweru in adapting to online learning during the lockdown induced by COVID-19. The study was a netnographic study in which a cybercommunity of fifty tertiary students from five different tertiary institutions in Gweru was created. Purposive and snowball sampling were used to select the students who participated in a WhatsApp group. The students participated in text discussions, voice calls, and group discussions and responded to questions probed by the researcher. The results showed that online learning was a new frontier in their learning experiences, and they faced several challenges in adapting to its use. The study concluded that tertiary institutions should embrace blended learning in order to adequately prepare for online learning by both lecturers and students in times of disasters and pandemics like COVID-19, which restrict face-to-face learning. The study recommended that tertiary institutions equip students and lecturers with the skills to adapt to online teaching and learning. Students should be provided with the requisite online learning tools in order to effectively participate in online teaching and learning activities.

Exploring Enduring Microsystem Constraints That Hinder the Pursuit of Higher Education: A Case Study of Minority Ethnic Students in Zimbabwe

Exploring Enduring Microsystem Constraints That Hinder the Pursuit of Higher Education: A Case Study of Minority Ethnic Students in Zimbabwe

Screen Time and Health Disturbances during the Covid-19 Pandemic: A Case of University Students in Zimbabwe

This study sought to establish health disturbances experienced by university students due to prolonged screen use during the covid-19 Pandemic in Zimbabwe. It employed the descriptive design under the quantitative approach. The study involved students from two universities in Zimbabwe, and it used a random sampling technique. A total of 128 students participated completing a survey. Data collection was conducted through a survey with a one closed-ended question seeking to identify health challenges experienced by students due to prolonged use of screens. Results were presented in percentages through graphs. The study concludes that headaches, tiredness and difficulties to sleep were experienced by students as a consequence of prolonged screen time. Furthermore, students experienced different psychological disturbances including stress and depression, inattention (difficulties to concentrate), anxiety and low self-esteem as a consequence of prolonged screen time. Finally, sight loss, tearing eyes, eye irritation, eye redness, eye swelling and dry eye disease were experienced by respondents. Based on the conclusions, the study recommends that students and all users of digital technologies for different purposes should control the time they spend on the screen and visit doctors whenever they have abnormal experience in their eyes for further guidance. The study further recommends that learning institution should come up with measures to reduce the time individuals spend on the screen by providing alternative study options that may reduce the time spent on screens for learning.

THE EFFECT OF E-LEARNING ON THE PERFORMANCE OF UNIVERSITY STUDENTS IN LIGHT OF COVID 19.

The outbreak of COVID 19 resulted in educational institutions adopting e-learning in order to continue with teaching and learning. Universities across the world saw e-learning as a solution as it supported social distancing which has been used to deter the spread of the deadly virus. Nevertheless, the adoption of e-learning in Zimbabwean universities has been affected by a number of challenges thereby affecting the academic performance of students. The study therefore sought to establish the effect of the adoption of e-learning on the academic performance of university students in Zimbabwe. The study took note of the benefits of e-learning, its challenges as well as mitigation of the challenges. A qualitative approach was adopted in this study. Data was collected through questionnaires and interviews. Purposive sampling was used and the research sample was made up of 40 university students and 10 lecturers. Thematic approach was used to analyse data. The study found out that despite lack of preparedness, students benefited through flexibility, convenience and continuity provided by e-learning during COVID 19. In addition, the main challenges of e-learning are related to accessibility hence the need for universities and the government at large to find ways of addressing this such as subsidized data bundles, gadgets and use of free internet hotspots.

Exploring Errors and Misconceptions in Differentiation: A Case Study of Advanced Level Students in Zimbabwe

Students’ errors help teachers to tease out misconceptions and decide on what intervention strategies to adopt and use to challenge these alternative conceptions. The purpose of the study was to explore A-Level students’ errors and misconceptions when solving problems in differentiation. A largely qualitative case study strategy was adopted. The case was made up of Two A-Level teachers and 25 students. After covering the topic differentiation, a test was administered. Qualitative data was collected using the test scripts and syllabus documents, questionnaire and focus group discussions. Content analysis was used to reveal errors and misconceptions when solving problems in differentiation. The common errors and misconceptions displayed by A-Level students were largely procedural when they failed to use the quotient rule, chain rule and power rule in finding derivatives. Our study found out that errors and misconceptions when using the power rule were adding a one to the power part instead of subtracting, bringing down the power and mistakenly adding a one to the power, failure to integrate functions, failure to separate variables correctly, failure to find the required derivative and using wrong laws to solve problems in differentiation. These errors and misconceptions were, possibly originating from students’ lack of prior knowledge of differentiation, laws of logarithms, proportionality and integration and rate of change. We recommend further research using larger population and samples.

Implementation of a campus-based and peer-delivered HIV self-testing intervention to improve the uptake of HIV testing services among university students in Zimbabwe: the SAYS initiative

BackgroundThe uptake of HIV testing services among adolescents and young adults in Zimbabwe is low due to stigma associated with the risk of mental and social harm. The WHO recommends HIV self-testing (HIVST) as an innovative approach to improve access to HIV testing for this hard-to-reach populations. This study describes the development and implementation of a coordinated multifaceted and multidisciplinary campus-based approach to improve the uptake of HIV testing among university students in Zimbabwe.MethodsWe utilized both quantitative and qualitative methods guided by the Exploration, Preparation, Implementation, and Sustainment Framework. A formative survey, in-depth interviews, and a scoping review were conducted as part of the situation analysis. Implementers (peer educators and health workers) were trained and community dialogue sessions were conducted to ascertain the determinants (enablers and barriers) influencing both the inner and outer contexts. Self-test kits were disbursed over 6 months before a summative evaluation survey was conducted. Qualitative data were analyzed thematically while the chi-squared test was used to analyze quantitative data.ResultsThe formative evaluation showed that 66% of students intended to test and 44% of the enrolled students collected HIVST test kits. Giving comprehensive and tailored information about the intervention was imperative to dispel the initial skepticism among students. Youth-friendly and language-specific packaging of program materials accommodated the students. Despite the high acceptability of the HIVST intervention, post-test services were poorly utilized due to the small and isolated nature of the university community. Implementers recommended that the students seek post-test services off-site to ensure that those with reactive results are linked to treatment and care.ConclusionsPeer-delivered HIVST using trained personnel was acceptable among adolescents and young adults offered the intervention at a campus setting. HIVST could increase the uptake of HIV testing for this population given the stigma associated with facility-based HTS and the need for routine HIV testing for this age group who may not otherwise test. An off-site post-test counseling option is likely to improve the implementation of a campus-based HIVST and close the linkage to treatment and care gap.

Graduate employability skills: The voice of Agricultural Technical Vocational Education and Training (ATVET) students in Zimbabwe

The graduate employability has seen most governments, institutions of higher learning and industries engaging each other, as industries feel universities and colleges are churning out graduates that are not work ready. This has led to many strands to the discourse of graduate employability. One strand of the discourse is whether the higher education institutions should produce work-ready graduates. Another strand of the discourse is on how these institutions can make their graduates work ready, if it is an expectation that the graduates should be work ready. There is also another strand of the discourse on what constitutes graduate employability, that is, what skills make graduates work ready. This article looks at the latter from the perspectives of Agricultural Technical and Vocational Education and Training (ATVET) students in Zimbabwe. The article reports on part of a major study that was conducted on student internship and employability. Data was collected through focus group discussions with final year students from three agricultural colleges, that were selected using an eclectic sampling strategy which incorporated both typical case and maximal variation. The study showed that students view soft skills, namely entrepreneurship, financial literacy, innovativeness, ethics, problem-solving, honesty and some technical skills as essential to them.