Factors Hindering the Teaching and Learning of Computers in Secondary Schools in Chiwundura: A Case of Four Secondary Schools in Chiwundura Cluster, Gweru, Zimbabwe

The study sought to examine the factors that hinder the teaching of computers in four selected secondary schools in Chiwundura Cluster Centre in Gweru in Midlands Province in Zimbabwe. Teaching and learning of computers in educational institutions cannot be over-emphasized the world over, as computers are now the lifeblood of any society. The study adopted a mixed research approach, thus the use of interviews, questionnaires and observations. 20 respondents who are teachers selected using probability sampling method from four (4) selected secondary schools from a pool of 5 secondary schools in the cluster. The findings established that some of the secondary schools in Chiwundura do not have computers hence this problem has contributed much to the non-teaching and learning of computers in Chiwundura secondary schools. The study revealed that lack of trained teachers and poor funding were considered as the major causes to the non-teaching and learning of computers in secondary schools, computer illiteracy, lack of computer usage infrastructure among others were negatively affecting the teaching of computers in selected secondary schools in Chiwundura. The study concluded that teacher training institutions should train more computer teachers for to curb the shortage of trained personnel that are meant for the teaching and learning of computers. In a bid to eliminate the non-teaching and learning of computers, schools’ administrators need to be trained or oriented on how to implement the teaching and learning of computers in secondary schools. The study recommended the stakeholders to resume the computerization and the rural electrification programmes as well as introduce the use of alternative source of power like solar energy. Further recommendations were that administrators in secondary schools in Chiwundura should priorities the implementation of the teaching and learning of computer studies when making their budgets, hence the need for the acquisition and development of computer infrastructure in their schools.

Computers, Secondary schools, Teaching and learning

1. Adebayo, A. (2016). Challenges of ICT in education: A case study of Nigeria. International Journal of Research Studies in Education, 5(2), 23-38. DOI: 10.5861/ijrse.2016.1402 [Google Scholar] [Crossref]

2. AERS (2008). How Schools in Scotland Measure Their Own Progress? Scotland. [Google Scholar] [Crossref]

3. Afful-Dadzie, A., & Boakye, K. (2020). Bridging the digital divide in education in Africa: Challenges and solutions. International Journal of Educational Development, 76, 102-116. [Google Scholar] [Crossref]

4. BECTA (2007). Technology and Social Shock. New Brunswick: NJ, Rutgers University Press. [Google Scholar] [Crossref]

5. Bhaitacherje, H(2012). ‘Microcomputers in the Classroom: Dreams and Realities’. (Report No. 319 Baltimore, M.D: Johns Hopkins University, Centre for Social Organisations of Schools. [Google Scholar] [Crossref]

6. Bradley, R(1995). Understanding Computer Science for Advanced Level. London: Stanley Thomas (Ltd) [Google Scholar] [Crossref]

7. Carnoy, A(2004). ‘The Computerisation of Society’. Cambridge, MA: MIT Press. Quality Education Data, Inc. (1984). ‘The 1983-84 Microcomputer Usage in Schools Survey’, Denver Colurado. [Google Scholar] [Crossref]

8. Chaka, C. (2015). Assessing the effectiveness of computer education in Zimbabwean secondary schools: A case study of Harare. Journal of Educational Policy and Entrepreneurial Research, 2(1), 55-69. [Google Scholar] [Crossref]

9. Chikasha, E. (2019). Infrastructure challenges in Zimbabwe’s educational sector: A focus on ICT incorporation. Journal of Education and Practice, 10(14), 76-85. [Google Scholar] [Crossref]

10. Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of Educational Opportunity. US Government Printing Office. [Google Scholar] [Crossref]

11. Countries. www.people.cornell.edu. [Google Scholar] [Crossref]

12. Demputte, C., De Witte, K., & De Vries, J. (2020). The impact of digital skills on labor market outcomes. Research in Social Stratification and Mobility, 67, 100516. [Google Scholar] [Crossref]

13. Deyuan, X.M (2000). ‘Morden Communications Technologies Are Helpful for Developing [Google Scholar] [Crossref]

14. Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Teacher technology professional development. Educational Technology Research and Development, 61(4), 353-370. [Google Scholar] [Crossref]

15. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Resources, Goals, and Teacher Beliefs: A Theoretical Framework for Integrating Technology in Teacher Education. TechTrends, 54(5), 37-46. [Google Scholar] [Crossref]

16. Green, K. (2000). ‘Equals in Computer Technology: An Intervention’. AEDS- The Monitor, [Google Scholar] [Crossref]

17. Guess, A., MacKinnon, P., & Morris, H. (2021). Exploring the digital divide: Understanding barriers to technology adoption. Technology in Society, 64, 101469. [Google Scholar] [Crossref]

18. Gumbo, M. T. (2020). Policies supporting technology integration in education: A review of the Zimbabwean context. African Journal of Educational Studies in Mathematics and Sciences, 16(1), 114-124. [Google Scholar] [Crossref]

19. Hennessy, S., Harrison, D., & Wamakote, L. (2020). Teacher factors influencing classroom use of ICT in sub-Saharan Africa. European Journal of Teacher Education, 43(2), 174-191. [Google Scholar] [Crossref]

20. Houghton, L., Delaunay, A., & Routh, I. (2021). Equity in digital access: Addressing the challenges of computer illiteracy. Journal of Educational Computing Research, 59(3), 465-490. [Google Scholar] [Crossref]

21. Hwang, G. J., Wu, P. H., & Tsai, C. C. (2020). A collaborative technology-enhanced learning system for computer literacy education. Computers & Education, 157, 103967. [Google Scholar] [Crossref]

22. James, J.G(2004). The Case for Computer Literacy. Daedalus 112(2), 211-230. [Google Scholar] [Crossref]

23. Johnson, M.E and Long, E.D. (2000). ‘Trend in Educational Computing: Decreasing Interest and the Changing Focus of Instruction’. Educational Researcher, 15(5), 21-26. [Google Scholar] [Crossref]

24. Kafele, B. K. (2016). The teacher 50: Critical questions for inspiring classroom excellence. ASCD. [Google Scholar] [Crossref]

25. Killen, I.A(2012). ‘Innovation Diffusion: A New Perspective’. NY: Meihuen. [Google Scholar] [Crossref]

26. Lu, Y., & Zhang, J. (2018). The role of technology in national development: A review. International Journal of Technology and Globalisation, 10(2), 85-100. [Google Scholar] [Crossref]

27. Mahlknecht, M., Dlamini, N., & Winks, P. (2021). The impact of socioeconomic factors on technology access in Zimbabwe: Implications for education. Journal of African Education, 7(2), 125-136. [Google Scholar] [Crossref]

28. Makombe, P. (2020). Teacher training in ICT education: Challenges and prospects in Zimbabwe. International Journal of Education and Development using Information and Communication Technology, 16(4), 24-38. [Google Scholar] [Crossref]

29. Mandell, S.L(1986). Working with Application Software/ Apple ii2.iB Version. New York:West Publishing Company. [Google Scholar] [Crossref]

30. Mansions, E. (2017). Cultural perceptions of digital learning in African education: Contextualizing computer literacy. African Journal of Educational Studies in Mathematics and Sciences, 13(1), 45-57. [Google Scholar] [Crossref]

31. Mayer H.S. (2001). ‘Opening Remarks’. A Paper Presented at the International Expert Meeting on New Technologies: New Social Responsibilities and Forms of Intervention. [Google Scholar] [Crossref]

32. Merireng, D(2013). ‘An Urgent Need: Equal Access of Computers for the Poor’. A Paper [Google Scholar] [Crossref]

33. Mingaine, T(2013). ‘Technological Revolution, Social Power and Welfare’. A Paper Presented at the International Expert Meeting on New Technologies: New York Social Responsibilities and Forms of Intervention, in Berlin West. [Google Scholar] [Crossref]

34. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. [Google Scholar] [Crossref]

35. Mkandawire, W(2004). An Investigation in the Effects of Computers on the Residents of Chiwundura Business Centre. ZOU: Harare, Zimbabwe. [Google Scholar] [Crossref]

36. Mndzebele, J.G(2013). ‘Ideas About Inequality in Computer Learning’. AEDS- The Monitor, 24(7-8), 11-13, 26. [Google Scholar] [Crossref]

37. Morton,B(1997). Introduction to Information Processing; New York: Mcgraw Hill Book Co. [Google Scholar] [Crossref]

38. Mtebe, J. S., & Raisamo, R. (2014). Challenges and practices of implementing blended learning in Tanzanian higher education institutions. International Journal of Education and Development using Information and Communication Technology, 10(3), 41-54. [Google Scholar] [Crossref]

39. Mwebaza, N. (2017). The role of information and communication technology in education in Zambia: An overview. International Journal of Education and Development using Information and Communication Technology, 13(1), 4-14. [Google Scholar] [Crossref]

40. Osakwe, J(2012). “The Changing Information Environments”, London: Paul Elek. [Google Scholar] [Crossref]

41. Osin, L(1998). ‘Computers in Education in Developing Countries: Why and How?’ Education and Technology Series, Vol.3, No.1 Washington DC: World Bank. [Google Scholar] [Crossref]

42. Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163-178. [Google Scholar] [Crossref]

43. Presented at the HUSITA Conference in Birmingham, England.in Berlin (West). [Google Scholar] [Crossref]

44. Sanders, J(2011). ‘The Computer Gender Gap: Close it While There’s Time’. AEDS- The Monitor, 4(7-8), 18-26. [Google Scholar] [Crossref]

45. Terrill, L(2000). Benefits and Challenges in Using Computers and the Internet with Adult Learners. [Google Scholar] [Crossref]

46. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. [Google Scholar] [Crossref]

47. Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing the digital divide. Review of Research in Education, 34(1), 179-205. [Google Scholar] [Crossref]

48. Webb, R.W(2010). Planning for Computer Literacy. Journal of Higher Education, 56(2), 161-171. [Google Scholar] [Crossref]

49. Welzel, C. (2015). The role of education in shaping attitudes toward technology: Evidence from a cross-national survey. International Sociology, 30(6), 575-595. [Google Scholar] [Crossref]

50. Willims, S.S(2006). Computer Education. Washington, DC: US. Government Printing Office.National Institute of Education. [Google Scholar] [Crossref]

51. Munthali, A. C. (2004). Teacher professional development in Malawi: Issues and challenges. University of Malawi, Centre for Educational Research and Training. [Google Scholar] [Crossref]

52. Kafela, M. (2018). "Teachers' perceptions of the effectiveness of professional development in integrating ICT in Zambian schools." Journal of Technology and Teacher Education, 26(3), 377-397. [Google Scholar] [Crossref]

53. Mandoga, R., & Nyoni, T. (2013). The availability and usage of computers in Zimbabwean secondary schools. Zimbabwe Journal of Educational Research, 25(2), 45-62. [Google Scholar] [Crossref]

54. Mtebe, J. S., & Raisamo, R. (2014). Student attitudes towards the use of Moodle: A case of a University in Tanzania. International Journal of Education and Development using Information and Communication Technology, 10(3), 70-79. [Google Scholar] [Crossref]

55. Musarurwa, M. (2011). The role of technology in improving teacher effectiveness: Perspectives from rural Zimbabwean schools. African Journal of Education and Technology, 1(2), 53-64. [Google Scholar] [Crossref]

56. Lufuno, M. M. (2013). The state of ICT integration in the Zambian education system: Opportunities and challenges. Zambia Journal of Education Management and Policy Studies, 1(1), 15-23. [Google Scholar] [Crossref]

• Students' Perception Towards Artificial Intelligence in Higher Education in India
• Strategic Leadership and Cybersecurity Readiness in Digitally Transforming Organisations
• Spatial Distribution of Tourism Infrastructure in Awka, Onitsha and Nnewi Urban Areas of Anambra State.
• Emerging Technologies, Education and Skill Development for A Sustainable Blue Economy in Nigeria.
• Quantum Dot–Based Solar Cells: Advancements, Challenges, and Future Prospects