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dc.contributor.authorMachemedze, Nyaradzo
dc.contributor.authorChinamasa, Emmanuel
dc.identifier.citationMachemedze, N. and Chinamasa, E. (2015) Primary school composite class teaching and learning mode: views of some stakeholders, Zimbabwe Journal of Educational Research, vol. 27, no. 3, pp. 455- 485. Harare: HRRC.en
dc.descriptionA research study meant to gather stakeholders 'perceptions on the teaching & learning practice as a basis for policy making and managing of "composite classes" in Zimbabwe.en
dc.description.abstractThis study was prompted by the observation that many primary schools in Mentors district in Zimbabwe have composite classes. This teaching and learning practice raises questions of quality education against the education for all policy. The purpose of this study was to gather stakeholders 'perceptions on the practice as a basis for policy making and managing ofcomposite classes. Data were gathered from purposive samples of 53 teachers and 67 parents who responded to a questionnaire. Findings from surveys were complemented by interviews with 48 pupils in grade six and grade seven. The study found that the composite class mode was imposed by low pupil enrolments in the resettlement areas. Among other recommendations, the study calls for the reduction of composite classes. Alternatively, strategies to handle composite classes can be introduced on teacher education curriculum. Further research on teachers' experiences and effects of composite classes on pupils' performance in Zimbabwe is required.en
dc.publisherHuman Resource Research Centre (HRRC), University of Zimbabwe (UZ)en
dc.subjectDevelopment Policyen
dc.titlePrimary school composite class teaching and learning mode: views of some stakeholdersen
dc.rights.holderUniversity of Zimbabwe (UZ)en

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