Continuous assessment – Journal of Research Innovation and Implications in Education

Toward Integrating Educational Technology Instructional Methods in Advanced Level Chemistry Teaching in Zimbabwe

By JRIIE | May 22, 2025

Jacob Tito Ngwenya, Moffat Chitapa Tarusikirwa & Chipo MakamureFaculty of EducationZimbabwe Open UniversityEmail: emp22927@gmail.com Abstract: The article avers that the adoption and adaptation of educational technologies as an instructional method for Advanced level Chemistry teaching improves outcomes. The study conveniently settled for a former group A school in Zimbabwe’s Midlands province as its case study.…

Twenty-first Century Teacher Challenges of Emerging Trends in Primary Education: A Case of Five Primary Schools in Harare Metropolitan Province, Zimbabwe

By JRIIE | January 12, 2024

Mildred Shingirirai NyamayedengaUniversity of Rwanda, RwandaEmail: mildrednyamayedenga@gmail.com Abstract: The Zimbabwean Primary School Education system in this 21st century caters for the new syllabus which is competence based and requires learners at all levels of education to have an exit profile. This study aims to explore the major challenges that primary school teachers in Zimbabwe face…

Teacher Concerns Regarding the Adoption of Continuous Assessment: The Case of Kwekwe District Secondary Schools, Zimbabwe

By JRIIE | March 23, 2022

Paul ChandaDepartment of Policy Studies and LeadershipMidlands State University, ZimbabweEmail: chandapaulos@gmail.com Abstract: The study sought to interrogate the views of secondary school teachers as implanters of the Continuous Assessment (CA) practice, a reform initiative adopted by the Government of Zimbabwe (GoZ) through the Ministry of Primary and Secondary Education (MoPSE). Some10 secondary school teachers were…