BINDURA UNIVERSITY OF SCIENCE EDUCATION

FACULTY OF SCIENCE EDUCATION

AN INVESTIGATION INTO THE FACTORS THAT IMPEDE THE

INTRODUCTION OF ‘A’ LEVEL COMPUTER EDUCATION IN MUTARE URBAN
SCHOOLS, ZIMBABWE

Submitted By

TUNGAMIRAI KAPONDENI (R9916748)

Supervisor: MR B. C. MUROPA

A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS OF THE BACHELOR OF SCIENCE EDUCATION HONOURS
DEGREE IN COMPUTER SCIENCE
(BINDURA UNIVERSITY OF SCIENCE EDUCATION)

APRIL 2015

TITLE PAGE

i
TOPIC: AN INVESTIGATION INTO THE FACTORS THAT IMPEDE

THE INTRODUCTION OF ‘A’ LEVEL COMPUTER

EDUCATION IN MUTARE URBAN SCHOOLS.

AUTHOR: TUNGAMIRAI KAPONDENI

DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE EDUCATION

HONOURS DEGREE IN COMPUTER SCIENCE.

ii
 BINDURA UNIVERSITY OF SCIENCE EDUCATION
RELEASE FORM

NAME OF AUTHOR : TUNGAMIRAI KAPONDENI

TITLE OF PROJECT : AN INVESTIGATION INTO THE FACTORS

THAT IMPEDE THE INTRODUCTION OF ‘A’
LEVEL COMPUTER EDUCATION IN MUTARE
URBAN SCHOOLS.

DEGREE TITLE : BACHELOR OF SCIENCE EDUCATION HONOURS

DEGREE
IN COMPUTER SCIENCE

YEAR TO BE GRANTED : 2015

SIGNED _____________________________

PERMANENT ADDRESS : ST. AUGUSTINE’S HIGH SCHOOL

P. O. PENHALONGA
PENHALONGA

CELL : 0772 245 866

Permission is hereby granted to the Bindura University of Science Education Library to

produce single copies for scholarly or scientific research purposes only. The author does

reserve other publication rights and the project or extensive extracts from it may not be

printed or otherwise reproduced without the author’s written permission

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 BINDURA UNIVERSITY OF SCIENCE EDUCATION

APPROVAL FORM

The undersigned certify that they have supervised, read and recommend to the Bindura

University of Science Education for acceptance a research project entitled: An Investigation

into the factors that impede the introduction ‘A’ level computer education Mutare urban

schools, Zimbabwe, submitted by Tungamirai Kapondeni, in partial fulfilment of the

requirements for the Bachelor of Science Education Honours Computer Science programme.

…………………………………… ….…/…………/…………/

(Signature of Student) Date

…………………………………… ….…/…………/…………/

(Signature of Supervisor) Date

…………………………………… ….…/…………/…………/

(Signature of the Chairperson) Date

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 DECLARATION

I, Tungamirai Kapondeni, declare this research project herein is my own work and has not

been copied or lifted from any source without the acknowledgement of the source.

…………………………………… ….…/…………/…………/

Signed Date

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 DEDICATION

This research is dedicated to my family, who include my wife Esnath Charuma and our

children Marrian and Tinaye.

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 ACKNOWLEDGEMENTS

Without guidance of my supervisor, B. C. Muropa, this research would not have been a

success. I say “Thank you Sir”. Your assistance was exceptionally valuable.

I also want to extend my gratitude to the teachers, school heads and SDC chairpersons of the

Mutare urban schools for providing all the information which made this research a success.

To my family members, I would like to them for their resilience in all the hardships that they

face during all my studies.

I feel greatly indebted to the whole of the moral support that I got from the Computer Science

group as a whole. May the Lord guide them in all their endeavors.

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 ABSTRACT

The research was aimed at finding the factors that impede the introduction of ‘A’ Level
computer education in Mutare urban schools. The researcher was motivated by the increasing
number of trainee teachers and undergraduate students seeking attachment positions in
teaching ‘A’ Level computers in Mutare urban schools.

The researcher used questionnaires and interview schedules to gather information from
teachers and school heads and SDC members of Mutare urban school. Random sampling was
employed in choosing respondents in the population under study.

Tables, line graphs, column graphs and pie charts were mainly used to present and analyse
information gathered from the respondents and interviewees. A brief description was done to
further explain and describe tables and graphs.

The research findings were that; the schools have very tight budgets and find it difficult to
carry out frequent computer repairs, maintenance, servicing, purchasing of consumables and
building of appropriate computer laboratories. Schools do not take computer education as a
core subject and so most school heads tend to ignore it and leave it out of their school
curriculum. On the other hand, schools do not have adequate, well trained and competent
computer education teachers. Furthermore, school heads and administrators tend to have a
negative attitude towards the subject. It was also found that the schools have inadequate
computers and textbooks for students. However, it was also discovered that most of the
students have a phobia of computers and therefore fear to take it up at ‘A’ Level.

In order to solve this problem, it was suggested that schools must source donations from well-
wishers and some non-governmental organisations. Schools were also encouraged to
introduce computer levy in order to ease financial constraints. Moreover, in-service
workshops and training workshops must be held for computer teachers. Engaging in a
campaign, especially with school heads, to create an awareness of the importance of the
subject and for them to be innovative. The use of solar energy was also seen as a solution to
erratic electricity problems. It was also recommended that further study in this area must be
conducted to find out other problems and solutions relating to introduction of ‘A’ Level
computer education in Mutare urban schools.

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 CHAPTER 1: INTRODUCTION

1.1 Background to the Study

In Zimbabwe, computer education is of utmost importance to national development and it is

against this background that the government introduced computer studies in the primary,

secondary and tertiary learning institutions. However, most schools in Mutare Urban do not

offer computer education at ‘A’ Level except for Mutare Boys High School. Most

prospective students end up choosing other subjects they do not intend to. In most cases,

pupils end up going to other schools outside Mutare, especially Marange and St. Augustine’s

High Schools, where very limited posts are found, with most schools even failing to absorb

all of their own ‘O’ Level products.

Due to shortage of schools that offer ‘A’ Level computer education in Mutare urban, most

university students who are doing Computer science degrees from surrounding universities

are finding it very difficult to secure teaching practice and attachment posts in Mutare urban.

Computer Science students from Bindura University’s VODL Mutare centre and those from

Africa University end up getting attachment or teaching practice posts in faraway schools like

in Harare, yet there are very big ‘A’ level schools in Mutare. Surprisingly, most of these

schools have computers donated to them under the President’s ICT project.

This absence of Computing as an academic subject at ‘A’ Level creates a void in the

education system in Mutare Urban. It is against this background that the researcher tries to

find out problems that imped the introduction of ‘A’ Level ZIMSEC computer education in

Mutare Urban schools and to make recommendations where possible. The researcher has

1
been prompted to carry out this research study to find out why computer education is not

being undertaken in the majority of schools in Mutare urban. 41 schools in Mutare urban

were involved in this study. The research therefore is aimed at unearthing those problems

impeding or hindering the introduction of computer education in Mutare Urban schools.

1.2 Statement of the Problem

It has been clearly noted that computers are of great importance to the nation but students in

Mutare urban schools are deprived of such benefits. The subject is not taken as a core-subject

though it is of great importance. The introduction of computer education at ‘A’ Level in

Mutare urban tends to be a pipe dream and this is proving to be a set-back to the city and to

the nation at large. Pupils in Mutare urban find it difficult to pursue computer education at

Advanced Level as no schools are offering it. On the other hand, student teachers from

universities like Bindura find it difficult to get attachment post since no schools are offering

computers at ‘A’ Level. Because of such a background, it is necessary to find out factors

militating against the introduction of computer education at ‘A’ level in Mutare urban

schools. In carrying out this research, the researcher tries to answer the question: What are

the challenges impeding the introduction of ‘A’ Level computing in Mutare Urban schools?

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1.3 Research Questions
The following research questions are to be used in this research project:

1. How relevant is computer education at ‘A’ Level in Zimbabwean schools?

2. What are the challenges impeding the introduction of Computing at ‘A’ Level in

Mutare urban schools and how best can such problems be overcome?

3. What can be done to motivate Mutare urban schools to introduce ‘A’ Level

computing?

1.4 Assumptions
When carrying out the research, the searcher assumed that: -

- When collecting data from respondents, they gave honest answers.

- The choice of subject to do at ‘A’ Level determine students’ future careers to a great

extent

- Parents want their pupils to pursue computer education at advanced level

1.5 Significance of the Study

Computer education is of great importance to the economic and technological development of

a nation. Most and key economic facets depend on technology. In the education system, ICT

is becoming an integral part of the teaching and learning of any subject. Computers motivate

teachers to work as they make work easier. Students will also make valuable contributions to

the national development and will get better paying jobs found in the IT industry. This

research will enable pupils in Mutare urban schools to realize their dreams if factors that

hinder progress in computer education are identified and tackled. The study will also enable

Mutare citizens to acquire a strong background in computers and then embrace computer

3
technology so that they fully participate in the development of their town and the nation at

large.

1.6 Limitations of the study

During the research period, the researcher faced a lot of challenges. Some of these includes:

- Financial constraints: - The researcher had a limited budget. A lot of money was

needed to print and photocopy questionnaires and interviews guides. Also, traveling

involved a lot of costs to interview venues, to schools for distribution and collection

of research instruments and other tasks. The researcher was sponsoring himself and so

the budget was very tight.

- Time constraints: - The researcher did not find adequate time required to fully

perform this research. As a full time employee, time to go and collect data was limited

and often done at odd hours.

- Transport problems: - the researcher does not have his own form of transport and

has to rely on public transport like commuter omnibuses. Since the researcher had to

travel more than 30 km to research venues, a lot of time was lost.

- Resistance to divulge some information: - Some respondents were reluctant to

divulge some confidential information as they are compelled not to do so by the

statutory instruments of the Public Service, their employer. Most had signed the

Official Secrecy Act and therefore feared to be charged. Thus limited information was

given.

- Duration of the research project: - The time frame given to carry out the research

was very much limited. This research was dome from November 2014 to April 2015,

which was not adequate due to some problems beyond the researcher’s control.

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1.7 Delimitation of the Study
This study focuses on Advanced Level Computing as a subject offered by ZIMSEC. Only

high schools in Mutare are considered in this research, both private, council, mission schools

and government controlled schools. Therefore, the following schools were involved in this

research; Mutare Boys High, Mutare Girls High, Herentals College, Sakubva 1 High School,

Sakubva 2 High School, Rushingo High School, First Class Academy, Hill Top College,

Dangamvura 1 High, Dangamvura 2 High School, Nyamauru High School, St. Dominics’s

High School, Ellis Gladhill, Mutare Teacher’s College High School, St. Joseph’s high

School, Alpha College and Hill Bright College. Thus a total of 17 out of 41 schools make up

the population. Primary and secondary schools without ‘A’ Level facilities are not

considered. Both high schools offering and not offering computer education at ‘A’ Level will

be included Headmasters, school pupils and teachers from the respective schools are the

respondents in the study.

1.8 Definition of Terms

- Computer: - Bradley (1999), defines a computer as an electronic device that

automatically work under the control of stored programs to automatically accept, store

and process data into information.

- Computer Education:- Mlitwa (2004), defines computer education as the process of

learning or teaching about computers. It is the process of acquiring basic computer

knowledge, ideas, skills, and other competencies so as to understand the basic

terminologies, weaknesses of computers, potentialities of computers, and how they

can be used to solve everyday problems.

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 - Computing: - British Computer Society (2005), defines computing as an ‘A’ Level

subject that deals in the teaching of computer science. In this research, it shall denote

the subject of computer education and examinable by ZIMSEC.

- Impeding: - this is the process of slowing down, retarding or hindering in progress or

development.

- ZIMSEC: - Zimbabwe Schools Examinations Council. It is the national examining

body in for Zimbabwean primary and secondary schools.

- Core subject: - It is a subject that is tested or examined by the national examining

board of which most pupils are encouraged to take.

- Curriculum: - According to Barker (1994), it refers to all the subjects offered by

educational institutions for study by their students.

- ICT: - Crawford (2010), defines ICT as Information and Communication

Technology. It is the use of computers and related tools in sending and receiving data

and information electronically.

1.9 Summary

The lack of examinable computer education at ‘A’ Level in Mutare urban school is an issue

of concern. Students would benefit a lot from introduction to computers at ‘A’ Level. This

research tries to find problems in introducing computers at ‘A’ Level and the solutions. The

chapter looked at assumptions, limitations, delimitations of the study and some definition of

keys words. The next chapter will look at literature related to this research problem.

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 CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 Introduction

This section looks at what other authorities say about the introduction of computer education

in schools. An almost similar research carried by Bukaliya and Mubika (2012) was carried in

Chinhoyi, and looked at factors militating against the introduction of computer in secondary

school. Kandiri (2012), also give an analysis on ICT access and use in Kenya secondary

schools. Yanazi (2010), explores the facilitators and challenges facing ICT in Tanzania.

These studies were carried in different geographically areas and at different time as Mutare

urban schools. Moreover, the studies were generalised to the whole of secondary schools. In

this case, the present research is intended to unearth the factors that hinder computer

education at ‘A’ Level to be specific and in Mutare urban schools only.

The discussion will be based on the following sections: Relevance of computers to the nation

and challenges impeding introduction of computer education in schools. During the

discussion, the researcher would try to establish if the knowledge given by various authorities

apply in the context of this research design.

2.2 Relevance of Computers to the nation

The notion that computers are playing an important role in every nation is no longer disputed.

Although there are numerous problems regarding usage of computers, the strengths seem to

outweigh its problems by far. Doyle (2011), argues that computers have changed the way of

conducting business. Most of the organisations have gone virtual, meaning to say that they

conduct business using the internet. Using credit cards, it is now easier for one to purchase

7
goods from countries as far as the United Kingdom while on World Wide Web. Crawford

(2010) and Greening (2012), concur with Doyle (2011), in that e-commerce, as it is mostly

referred to, tend to be cheaper for customers, while the organisations conducting e-business

are able to maximise profits due to their large customer base.

In Zimbabwe, most people have cars purchased directly from Japan and are mostly purchased

using the World Wide Web. Kalicharan (1996), argues that, by using computers and

computer facilities like e-commerce, customers enjoy huge savings. This can allow

Zimbabweans to own goods that are expensive to buy locally as the country joins the global

economy through the internet. Thus computers play a very import role in business, national

growth and the general well-being of citizens. However, e-commerce in Zimbabwe has a long

way to go. The nation seem to be far behind others in technological advancement and

acceptance and inception of technology in conducting business over the internet. There is

need for finding out why there are few organisations and individuals who are making use of

the internet for business operations.

According to the British Computer Society (2005), information has never been so

conveniently accessibly at the click of a computer mouse. Using computers and computer

related technology, any information from any part of the world can be easily accessed.

Textbooks are tending to be absolute with the introduction of computers. Journals,

educational material, news, weather reports and other are now accessible easily with the

invention of computer technology. Panagiotis et al (2010), state that government departments,

schools, non-governmental organisations and private organisations in developed countries

have embarked in electronic databases which make it easier and more convenient to share

information among different departments. In Zimbabwe, E-books are now provided by

8
organisations like Econet, which offers E-School service, where all books can be accessed

online. However, there is need to look at the effectiveness of such services to clients in

Zimbabwean context since very few student make full utilisation of the services. This could

be due to affordability issues and therefore there is need to look at how this problem can be

solved.

The introduction of computers have also revolutionised the communication industry. Mlitwa

(2004) argues that computer technology has made it possible for messages and data to be

transmitted over the world in minutes or seconds, defying time, distance and space. This

implies that conveying information to soldiers in the battlefield, between branches in

different cities is just instant despite the distance and volume of data. Sandholtz et al (1997)

assert that messages can be instantly transmitted using cell-phones, e-mails, video

conferencing, social platforms like Whatsapp and so on, which is more convenient and more

accurate. According to Schofield (1995), this is so beneficial to organisations since one of the

characteristic of information is timeliness, which is achieved just-in-time by use of computer

technology. Thus there are no delays in relaying information by using computers. Although

there are major inroads that have been made in information communication using computers,

a large gap needs to be filled, especially in the rural areas. Mobile phones are solely being

used for personal communications and less for business purposes. Also, network accessibility

is still limited while the lack of electricity results in most mobile phones being offline for

long periods. This tend to compromise communication using mobile phones.

According to Knott and Waites (1998), the advent of computers allowed organisations in

developed countries to enjoy huge savings though Computer Aided Manufacturing (CAM),

use of expert systems, robotics and artificial intelligence systems. Bolt and Crawford (2000)

9
assert that the introduction of robots in Japanese car assemblies have led to mass production

of better quality motor vehicles at very low expenses as before. Ching (1999), concurs with

Bolt and Crawford (2000) by arguing that the use of expert systems in mineral prospecting

and medical diagnosis has reduced the need and therefore the shortage of expert personnel,

especially doctors in hospitals. Such expert systems as used by the Chinese are now popular

in Zimbabwe as they can diagnose the health problems and recommend the necessary therapy

without the presence of any medical practitioner. This computer technology has helped the

government in reducing the high doctor - patient ratio. According to Gastells (2002), the

computer systems are even cheaper for the government since they do not need break (work

24 hours a day for 7 days a week), never need bonus, never go on strike, are more accurate

and reliable, to mention only a few benefits. Thus it is more beneficial for nations to promote

computers in their school curriculum.

However, most of these expert systems are produced abroad, there are very few, if any, home

grown computer systems that are using for the benefit of the nation. Most computer systems

and devices are imported. There is shortage of computer programmers, computer technicians

who are competent enough to set the ball rolling and to make in-roads in the Zimbabwean

market. According to Bukaliya and Mubika (2012), most expert systems used in health

department are Chinese developed and may not work well since they are not tailored for

Zimbabwean environments. Bukaliya and Mubika (2012), further assert that programmers

and technicians for toll gates in Zimbabwe are mostly foreigners. Thus there is need to groom

our own computer gurus and this starts by having computer education fully functional from

‘A’ Level.

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One of the most beneficial areas for computer technology, especially in Zimbabwe is

employment creation. According to Kalicharan (1996), the use and introduction of computer

would create many jobs including computer teachers, lecturers, computer technicians,

database administrators, data capturing clerks and others, as in developed countries. In

Zimbabwe, the sale of computers and computer gadgets in corner shops have provided a

source of revenue and means of livelihood for most urban and growth point general dealers.

The selling of laptops, desktops, Compact Disks, memory sticks, bond paper and other

computer consumables has become one of the highest sources of income for Zimbabweans.

Recently, the government is realising huge sums of money through computerised toll-gate

systems. According to www.zinara.co.zw, Zimbabwe’s first toll gate is raking in $1.7

million annually, and there are prospects of having about 10 more toll gates in Zimbabwe.

The government has now set up more of these toll gates in major roads in Zimbabwe.

Therefore, it is against the above outlined national benefits and others not given in this text

document, that it is important for the government to adopt a national Information and

Communication Technology policy that will benefits the nation, starting from school

children. Though the Zimbabwean government has a national ICT policy, more effort is

needed for it to be fruitful.

2.3 Challenges Impeding the Introduction of Computer Education in Schools

Though computers have a very crucial role in the development of a nation, competent

computer personnel is needed. However, most schools in Zimbabwe tend to be slow in

grasping and adopting computer education in their curriculum, especially at ‘A’ Level. Some

of the challenges facing introduction of computer education in schools, as argued by

Snowman (2009), include shortage of well-trained computer personnel, shortage of

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computers and computer related resources, financial constraints and availability of time, to

mention only a few. However, there are now many teachers in Zimbabwe who are being

produced from teachers’ colleges, universities and polytechnic colleges. What only need to be

assessed is their effectiveness and competence in carrying out their duties.

According to Tatnal and Davey (2014), most computer teachers in Kenya do not have the

required skills and knowledge or content to teach the subject. Computer Education is a new

subject in Sub-Saharan Africa and therefore new skills are needed in the area. A study carried

out by Mndzebele (2013) in Swaziland, found out that there are very few computer teachers

in that country, and most of them do not have the pre-requisite computer skills to teach the

subject. Tomei (2001), further asserts that there is need for teacher training on basic computer

skills. Thus if the teachers lack basic skills, what more of the advanced skills needed in

teaching the subject. This could be the reason why the subject is failed dismally at national

level, especially in African countries. In most cases, the majority of teachers, even those

trained to teach computers in schools are reluctant to do so. Instead, they just teach literacy

lessons, limited to Word Processing, Spreadsheet and Presentation packages only. The

theory behind the subject and some programming concepts are a huge challenge to most

Zimbabwean teachers.

Bukaliya and Mubika (2012), argue that the state and availability of computer resources is a

major concern in most schools and has a negative impact in the subject. The major problem is

on computer hardware. Bukaliya and Mubika (2012), assert that most teachers encounter the

problem of too few computers and too few printers. Kandiri (2012), concurs with Bukaliya

and Mubika (2012), in that hardware plays a major barrier to the introduction of computer

education in schools. This assertion seems to be a true reflection of the situation in

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Zimbabwean schools. According to Kandiri (2012), most of the schools have less than ten

computers, which have limited RAM, very slow processor speed and very small disk storage

space. Such computers are old fashioned, boring and stressful for teachers to work with. The

issue of networking is a non-starter for most schools. Because of such an issue, it becomes

very difficult for teachers to effectively introduce the subject even at lower grades.

According to Bukaliya and Mubika (2012), computer education needs a lot of capital

investment, both for initial stages and in the subsequent stages. Bukaliya and Mubika (2012),

argues that computers are very expensive for most schools, considering the financial

constraints of most of the parents. Huge costs are also involved in maintaining, repairing and

upgrading the computer systems, of which most schools do not afford. There are also costs

involved in securing computers against viruses, physical security and in purchasing

consumables like bond paper and disks to be used during the teaching and learning process. A

lot of money is also needed in purchasing textbooks, building appropriate computer

laboratories. In the Zimbabwean situation, some of the prices are inflated to the extent that

they are too costly for most schools, hence they tend not to promote the subject.

Furthermore, there is lack of administrative support in schools for the introduction of

computer education at ‘A’ level (Bukaliya and Mubika, 2012). Computer education is very

unpopular in schools in Zimbabwe. This is due to the poor pass rates that were recorded

especially at ‘O’ level. School heads therefore do not want their pass rates to be compromised

by one subject and therefore, according to Tomei (2001), they tend to have a negative attitude

towards the subject. This can be true since most Zimbabwean school do not offer the subject,

instead they opt for HEXCO examinations which are believed to be easier for students. For

ZIMSEC examinations, most schools are recording some 0% pass rates and therefore receive

13
less support from administrators. This has led to a negative attitude towards the subject by

administrators.

On the other hand, Watson and Tinsley (2013), reveal that teachers are reluctant to embrace

computer education because of time constraints. Bukaliya and Mubika (2012) asserts that

computer education does not fit well in the time table of most schools and therefore teachers

feel that pupils will not be ripe for examination. To make matters worse, computer education

is a new subject and therefore pupils need more time to conceptualise and to reflect on what

they learnt. Also, as a practical subject marrying theory to practice needs more time, which is

lacking on the school time table for most schools. According to Yanazi (2010), time

constraint also lies in the training of teachers. They argue that the time spend in training

teachers in computer science is too short, thus they end up producing half-backed graduates

who will not perform as expected. Such teachers will end up not being comfortable in

training pupils for examination purposes. Sandholtz et al (1997), reveals that a majority of the

teachers do not have adequate computer skills to train the subject due to limited training time.

2.4 Summary

It has been noted that computers have a very important role to play in national development.

Most computer technicians and programmers in Zimbabwe start their career at University or

college level, without enough background knowledge, thereby producing half-backed

professionals. A renewed focus in computer education should be adopted in order to

revolutionise Zimbabwe by catching them young, thus at ‘A’ level. The next chapter will

look at research methodology

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 CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction

According to Collis and Hussey (2009), methodology refers to the approach used in

investigating problems in a research study. It is an approach that one adopts in preparing a

paper. In general, research methodology is a systematic and scientific way of solving a

problem. In this chapter, the research will bring to light the research methodology used in this

study. The researcher will dwell much on the following aspects: the research design, research

instruments, population, sample, sampling techniques, data collection procedures, and data

presentation and analysis procedures used before giving the summary.

3.2 Research Design

The researcher’s study was based on the descriptive survey method. According to Borg and

Gall (1989), descriptive survey involves describing of concepts and findings, recording of

data, data analysis, interpretation of data and inferences of research data. In simple terms, it

describes people who were involved in the study. The researcher believes that this method

would yield better results. Furthermore, Gay (2002), asserts that the descriptive survey is one

of the most preferred method because of its appropriateness in yielding reliable and accurate

results.

The researcher therefore designed questionnaires and interview guides which were used to

collect data from respondents. The researcher first of all carried out a pilot study in order to

verify the validity and appropriateness of the designed questionnaires and interview guides

before embarking on the actual research.

15
In other words, the researcher used quantitative and qualitative research design. Saunders et

al (2007), assert that the quantitative research method focuses on numbers and therefore most

appropriate for data collected from questionnaires. Such a research procedure is structured

and well tested. Quantitative surveys are more efficient but one may also miss contextual

detail. The researcher, in quantitative research, mostly tend to be objective. On the other

hand, quantitative research gives room for a broader study, involving a greater number of

respondents and allows researchers to generalize their results. Collis and Hussey (2009),

confirm that quantitative research allows us to summarise vast sources of information and

facilitate comparisons across categories and over time. It also removes personal bias as

numbers do not lie.

On the other hand, qualitative research focuses on describing personnel and respondents

involved in data collection. This method is mostly used in interviews. The researcher

collected data in form of words and then interpreted it. According to Saunders et al (2007),

qualitative research provides depth and detail as it looks deeper than analysing feelings and

behaviours. It also creates openness as people are encouraged to expand on their responses.

Furthermore, it simulates people's individual experiences. However, the researcher tends to

be subjective in some situations. It also involves study of less number of people, is difficult to

generalize, difficult to make comparisons and therefore needs a very much skillful researcher.

3.3 Research Instruments

The researcher used questionnaires and interviews in carrying out this research and these are

described below:

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3.3.1 Questionnaire

Saunders et al (2007), defines a questionnaire as a document with questions that a respondent

is to fill at own time. It is a document with carefully crafted questions to be answered by the

respondent by filling on the spaces provided. In this research, a questionnaire for computer

studies teachers in the selected schools was used to collect data from the computer teachers. It

has open-ended and closed ended questions, mainly on reasons why computer education is

not introduced at ‘A’ Level at each school. The questionnaire also gave room for the

respondent to make suggestions on how to mitigate the problem. This allowed the researcher

to collect more information from many respondents as well as making informed judgments

on the collected information. Computer teachers are important in this study because they are

the subject managers in their school. The researcher used questionnaires as they saves time

and gives the respondents time to fill them at their own pace. The researcher also made sure

that most, if not all of the questionnaires have been returned and that they have been filled.

3.3.2 Interviews

An interview involves verbal communication between two or more people in order to obtain

information. Interviews can also be done over the phone but the most common ones are face

to face. Interviews are done when you want to collect information from a very small

population sample. The researcher also carried out interviews with a number of respondents.

An interview guide was prepared for school heads from the selected schools. School heads

are crucial as they are the custodians of the schools and they influence the curriculum in their

schools.

17
The researcher had to probe and ask for clarification on some points that were not clear. He

was also able to observe non-verbal gestures like facial expressions can help the researcher to

determine if the respondent is telling the truth. It was however expensive since the researcher

has to travel to the interview venue.

3.4 Population

Barker (1994), defines population as all elements in the universal set to be studied. In this

research, the population comprised of all teachers, school heads and SDC chairpersons of

high schools in Mutare urban. These include government, council, church and private schools

in Mutare urban. Both high schools offering and not offering computer education at ‘A’

Level were included. Such schools include Mutare Boys High, Mutare Girls High, Herentals

College, Sakubva 1 High School, Sakubva 2 High School, Rushingo High School, First Class

Academy, Hill Top College, Dangamvura 1 High, Dangamvura 2 High School, Nyamauru

High School, St. Dominics’s High School, Ellis Gladhill, Mutare Teacher’s College High

School, St. Joseph’s high School, Alpha College and Hill Bright College. Thus a total of 17

schools make up the population.

3.5 Sample

Saunders et al (2007), define a sample is “a smaller (but hopefully representative) collection

of units from a population used to determine truths about that population”. In this research,

out of the 17 schools that make up the population, only 10 were selected to be representative

of the whole population. The researcher also chose 2 teachers from each school (usually those

who teach the subject or those in administrative positions besides the school head) as

respondents to questionnaires. Each school head was also automatically selected as part of the

18
sample and these were interviewed. Questionnaires were also distributed to the 10 School

Development Committee chairpersons, one for each school chosen. Thus, all in all, the

sample comprises of 20 teachers, 10 school heads and 10 School Development Committee

(SDC) chairpersons giving a total of 40 respondents.

3.6 Sampling Techniques

The researcher basically used the stratified random sampling method.

3.6.1 Stratified Random Sampling

Stratified random sampling involves grouping items from the population into groups before

sampling. Similar items are put in their group. In this case, three groups were created,

namely; teachers, headmasters and SDC Chairpersons. This was done well before individual

members are selected to represent the population.

3.6.2 Simple Random Sampling

This was used after stratification. It involves selecting respondents from a small population or

strata. This method was used to select the teachers who will take part in the research. Using

this method, the number of teachers at each school is determined first. Then, cards are

designed and written YES or NO. Only two cards are written YES. The cards are then placed

in a hat or small box and shuffled. Each teacher is then asked to pick one card from the hat.

Only those teachers who pick the cards written YES will take part in the research. This

method is applied for each school and therefore each school will have two representatives

who would take part in the research. Using this sampling method, each teacher has an equal

chance of being selected and therefore removing bias in selecting respondents.

19
As for the school heads and SDC chairpersons, all of them were automatically considered to

be part of the sample. These were automatically included in the sample as they are

representatives of the school and parents respectively. This method was appropriate because

there is only one school head and one SDC chairperson for each school.

3.7 Data Collection Procedures

As already has been alluded, the researcher used questionnaires and interviews as tools for

collecting data. The researcher designed two questionnaires, one for the teachers and the

other for SDC chairpersons. The questionnaires had open-ended and closed questions. The

researcher distributed the questionnaires in person to each and every respondent. Respondents

were asked to fill the questionnaires over a period of two days as the respondents had some

duties to do at their work places. The researcher had to collect the questionnaires after two

days from each and every respondent. The researcher had a checklist of all the respondents so

that he had to visit everyone in order to collect the questionnaires. Confidentiality was not

compromised as the respondents were asked not to write their names or any identification

details on the questionnaire. Distribution and collection of questionnaires from teachers was

easy as they were at one place, that is, at their schools. However, distribution and collection

of questionnaires from SDC chairperson was difficult as the researcher had to travel to their

homes to collect them. SDC chairpersons are not always at school.

Besides questionnaires, the researcher also used interviews to gather information. The

researcher first discussed the interview dates, venue and time with the school heads. The

interview guides were prepared and then given to the school heads some days before the

interview date. On the interview date, the researcher had to travel to the interview venue,

which was mostly the schools’ offices. The researcher asked questions and write the

20
interviewee answers in his book. The researcher also observe non-verbal gestures from the

interviewee in order to determine whether the information given is true or not.

3.8 Data Presentation and Analysis Procedures

Data obtained from the research was presented in the form of tables, column graphs, pie

charts and discussions. Quantitative data was presented in the form of column charts, pie

charts and histograms. Other data, especially collected from teachers was also be presented in

the form of tables, graphs and pie charts. Data in qualitative form will be presented in the

form of discussions. An analysis of the data from teachers, SDC chairpersons and school

heads that cannot be quantified was be presented in form of discussions. Tallies were

produced for each question. The tallies were then converted into percentages that will allow

plotting of graphs for analysis purposes.

3.9 Summary

This chapter presented concepts on the methodology. The researcher had a mammoth task of

creating questionnaires and interview guides to be used in the research. There was also great

task of distributing and following up of questionnaires in order to make the research a

success. Data presentation was done using column graphs, pie charts and frequency table,

which are going to be dealt with in detail in the next chapter.

21
 CHAPTER 4: DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Introduction

This chapter looks at data presentation, analysis and discussion. Data collected from

respondents will be presented in form of tables, graphs and pie charts, which will be followed

by discussion on the item presented. Each question will be analysed and discussed. Related

literature will also be used to relate the collected data to other authorities.

4.2 Data Presentation

4.2.1 Data collected from teachers

Data and information about teachers were collected through questionnaires. A total of twenty

questionnaires were distributed. However, 2 of them were not returned and therefore 18 were

returned and these were available for analysis. Therefore, the number of respondents is 18.

Highest educational or professional qualification

Fig. 4.1 Teachers’ Highest educational or professional qualification

22
Fig. 4.1 above shows that the majority of the respondents have at most a Diploma in

Education as their highest teaching qualification. This is followed by 33% of the respondents,

who have at least a Degree in Education. There are no respondents with either ‘O’ Level, ‘A’

Level, Masters degree or any other qualification. The ten schools that were selected are

Mutare Boys High, Mutare Girls High, Herentals College, Sakubva 1 High School, Sakubva

2 High School, Rushingo High School, First Class Academy, Hill Top College, Dangamvura

1 High and Dangamvura 2 High School.

Length of service

For this question, there are no respondents in the category 1-5 years. Most of the respondents

(teachers), 10 in number, contributing 56% of them, have 6-10 years of service at their

present stations. 4 of them (22%) have 11-15 years while 3 respondents have 16-20 years of

service. Only one teacher has over 21 years of service.

Table 4.1: To what extent do you agree or disagree that the following factors in

impeding the introduction of computers at ‘A’ Level. N = 18

Teachers who were asked this question gave different views or perceptions on each part

question as given below.

Factor SDA DA A SA

No. % No. % No. % No. %

i. Shortage of experienced and well trained 0 0 0 0 5 28 13 72

teachers

ii. Shortage of computer resources 0 0 0 0 11 61 7 39

iii. Financial constraints on the part of 0 0 0 0 4 22 14 78

schools

iv. Lack of support from administrators 0 0 0 0 14 78 4 22

23
The above table can now be analysed in detail.

Shortage of experienced and well trained teachers

Table 4.1 indicates that no one SA in that lack of trained teachers affect introduction of

computers at ‘A’ level. Again, no respondent (0%) DA with this notion. 5 respondents,

representing 21%, A that shortage of computers has an impact on the introduction of

computers at ‘A’ Level. The majority of the respondents, 13, representing 72% of the

respondents SA that lack of trained teachers impede the introduction of computers at ‘A’

level as further illustrated in the Fig. 4.3 below.

Fig 4.2 Impact of shortage of trained teachers

Fig 4.2 above help in consolidating information in Table 4.1. Respondents’ views supports

Tatnal and Davey (2014), who argue that computer teacher do not have adequate skills,

knowledge and content to effectively teach the subject. Bukaliya and Mubika (2012), concur

with this view, arguing that computer teachers lack basic computer skills.

24
Shortage of computer resources

Impact of Shortage of Computer Resorces

12
No. of Respondents

10
8
6
4
2
0
SDA DA A SA
Response

Fig. 4.3 Impact of Shortage of Computer Resources

From Table 4.1, which is supported by Fig. 4.3 above, it can be seen that no respondent

strongly disagree that shortage of computers is impeding the introduction of computers at ‘A’

level. On a similar note, no one disagree in this notion. Most of the respondents, 11(61%)

agree in this view. However, 7 (39%) respondents strongly agree in that shortage of

computers impede the introduction of computers at ‘A’ level. This research therefore agrees

with the view of Bukaliya and Mubika (2012) who argue that the state and availability of

computer resources is a major concern in most schools.

Financial constraints on the part of schools

As shown in Table 4.1 and in Fig. 4.4 below, no one strongly disagree nor disagree in the fact

that financial constraints have a bearing in the introduction of computers at ‘A’ level in

Mutare urban schools. 4 respondents (22%) said that they agree while 14 respondents (78%)

strongly agree that financial constraints impede introduction of computer education at ‘A’

level. This is also illustrated on the figure below:

25
Fig. 4.4 Impact of Financial Constraints

These findings tend to agree with Bukaliya and Mubika (2012), who argue that computers are

very expensive for most schools. A lot of capital investment is needed, coupled with

recurring expenses involved in repairing, maintaining computers and purchasing

consumables.

Lack of support from administrators

Fig. 4.5 Influence of lack of support from Administrators

26
Figure 4.5 supports Table 4.1. It can be viewed that no teacher (0%) strongly disagree in that

administrators do not support the introduction of computers at ‘A’ level. The same applies to

those teachers who disagree, they contribute 0% again. On the other hand, 14 teachers (78%)

agree in that administrators do not support computer education at ‘A’ level. Lastly, only 4

teachers (22%) strongly agree in the view that school heads stifle the introduction of

computers at ‘A’ level. This view concurs with that of Tomei (2001), who says that

administrators tend to have a negative attitude towards the subject. This can be true since

most Zimbabwean school do not offer the subject, instead they opt for HEXCO examinations

which are believed to be easier for students.

Relevance of computer education at ‘A’ Level. N = 18

Fig. 4. 6. Relevance of computer education at ‘A’ Level

Most the teachers, 16, representing 89% of the sample, concur in that studying computers at

‘A’ Level is relevant. On the other hand, only 2 teachers (11%) disagree, saying that it is not

relevant to examine computer education at ‘A’ Level. It can be noted that most of those who

says that computer education is not relevant have 16-20 years of teaching experience at the

school, representing 44% of the respondents. Furthermore, 4 teachers (22%) with teaching

27
experience of 11-15 years said that the subject should not be examined at ‘A’ Level. Most of

the teachers with 6-10 years teaching experience agree in the introduction of the subject.

Respondents who disagree argue that computer education should start at university level

since it is difficult to master and most pupils would fail, thereby lowering pass rates in

schools. A few respondents argued that the subject would be difficult to fit on the timetable,

as the timetable is already congested due to wide curriculum. Such time constraints were also

cited by Yanazi (2010). Also, other respondents argue that the country does not have

adequate computer teachers due to brain drain. Such a view tend to concur with Kandiri

(2012), who argues that computer teachers lack adequate skills and knowledge in the subject.

Also, it can be deduced that most teachers have a negative attitude towards the introduction

of the subject.

Other factors that impede offering of computer education at ‘A’ level

On this question, respondents made the following suggestions:

Table 4.2 Other Factors impeding introduction of computer education at ‘A’ Level:

N = 18

Suggestion Number Percentage

Poor pass rates on the subject 3 17
Shortage of textbooks 4 22
Shortage of computer laboratories 1 6
Phobia of the subject by the pupils 7 61
Not fitting of timetable 1 6
Attitude of the administrators 2 11

From the table above, about 17% of the teachers suggest that poor pass rates play a role while

22% of them cited the problem of textbooks. On the other hand, 6% of the respondents cite

28
the issue of lack of computer laboratories. Most of the teachers, 61% cited the problem of

phobia of the subject on the part of students. 6% of the students also gave the problem that

the subject does not fit on the timetable. 11% of the students assert that administrators have a

negative attitude towards the introduction of the subject. Therefore most teachers agree in

that pupils themselves are fearful of the subject.

What do you think should be done to mitigate the problems identified?

Respondents made the following recommendations:

- Engaging in a campaign, especially with school heads, to create an awareness of the

importance of the subject

- Introducing a computer levy that will cater for all expenses involved

- Holding in-service training and workshops with computer teachers

- Engaging stakeholders like donor agencies and Old Students

- Administrators should have a positive attitude towards the subject.

- School heads were encouraged to be innovative

- An awareness of the importance of the subject must be advocated to the students.

4.2.2 Data collected from SDC Chairpersons

All the SDC chairpersons were able to return their questionnaires, and therefore the number

for respondents in this situation is 10.

29
Distribution of Respondents by Sex

Fig. 4.7. Distribution of respondents by Sex

The majority of the respondents were males and they constitute 90%. Only 10% are females.

This shown that most of the SDC chairpersons for the respective schools are led by males.

Number of years as SDC chairperson

Fig 4.8. Number of years as SDC chairperson

The majority of SDC chairpersons (5), contributing to 50% have only one year in office. 3 of

them, amounting to 30% of the respondents have 2 years in office as SDC chairpersons while

30
those with 3 and 4 years have only one respondent each. There are no any student with 5

years and above as SDC chairperson.

Table 4.3: To what extent do you agree or disagree that the following factors impeding

the introduction of computers at ‘A’ Level. N = 10

Factor SDA DA A SA

No. % No. % No. % No. %

i. Shortage of computer resources 1 10 0 0 8 80 1 10

ii. Financial constraints on the part of 0 0 0 0 6 60 4 40

schools

iii. Lack of support from administrators 0 0 8 80 2 20 0 0

Shortage of computer resources

As shown in Table 4.3, only 1 respondent (10%) strongly disagree that shortage of computer

resources has an impact on the introduction of computer education at ‘A’ level. 0% disagree

on the effect of computer resources. On the other hand, 80% of the respondents agree that

shortage of computers has an impact while 10% strongly agree. This opinion agrees with

Bukaliya and Mubika (2012), who argues that hardware plays a major role in the introduction

of computer education.

31
Financial constraints on the part of schools

Fig 4.9 Impact of Financial Constraints

As shown in Table 4.3 and in Fig. 4.9 above, 0% strongly disagree and again 0% disagree in

that financial constraints impede the introduction of computer education at ‘A’ level in their

schools. 6 respondents (60%) agree and 4 respondents (40%) strongly agree that financial

constraints impede introduction of computer education at ‘A’ level in their schools. Bukaliya

and Mubika (2012), concur with such views by arguing that computers require a lot of

financial investment. All female respondents agreed that financial problems affect the

introduction of computer education at ‘A’ level. It can be noted that those administrators who

have a more years in office tend to be rigid and want to maintain the status quo while the

younger generation of administrators are vibrant and easily adopt technology. Thus the

number of years in office has a bearing in this issue.

32
Lack of support from administrators

Fig. 4.10 Influence of lack of support from Administrators

As illustrated on Fig 4.10 and Table 4.3, it can be seen that only 2 respondents (20%)

disagree in that administrators do not support the introduction of computers at ‘A’ level. 0%

of the respondents strongly disagree that lack of administrative support impedes introduction

of computer education at ‘A’ level. 8 respondents (80%) disagree with the view. 75% of the

respondents who disagree have 3 years being SDC chairperson while those with only 1 year

agree to this view. This views completely differs with that of the teachers. This could be due

to fact that the SDC are part of the administration and therefore do not want to be blamed of

this this problem.

Other factors that impede offering of computer education at ‘A’ level

Table 4.4 Other Factors impeding introduction of computers at ‘A’ Level: N = 10=33

Suggestion Number Percentage

Shortage of teachers 6 60

Poor pass rates 3 30

No internet connection 1 10

33
From the table above, about 60% of the respondents suggest that shortage of teachers play a

role while 30% of them cite the problem of poor pass rates. Only 10% of the respondents

suggest the problem of lack of internet connection in their schools.

What do you think should be done to solve the problems identified?

Respondents made the following recommendations:

- Training of more teachers

- Sourcing donors who will provide internet connection

- Improving pass rates of the subject, especially at ‘O’ Level.

4.2.3 Information Collected from School Heads

Whether students to be examined at ‘A’ level in computer education

Fig. 4.11: Whether ‘A’ Level Computer education should be examined

The graph above indicates that 60% of the school heads agree in that the subjects should be

taught at ‘A’ level while only 40% disagree. This concurs with the view of teachers and

hence the view of Bukaliya and Mubika (2012).

34
Challenges that impede introduction of ‘A’ Level computer education

A number of challenges were cited by the respondents. The majority of the school heads

indicated that the subject is not core and is not given the place it deserves by the ministry of

education. Because of this, most school heads tend to ignore it as it is an optional subject.

Thus the attitude of the school heads tend to impede the introduction of computer education

at Advanced Level. The schools have option to offer or offer the subject, thus absence of the

subject is a matter of choice amongst the school administrators.

Some school heads said that there is shortage of qualified and competent computer teachers.

This view concurs with Tatnal and Davey (2014). The school heads argued that a number of

training institutions were producing half-backed graduates, who are not competent enough to

produce results. They said that the level of computer training in colleges is still poor. Thus

most teachers would prefer to teach literacy lessons which are not examined rather than

teaching examination classes due to their incompetence.

Most school heads did not deny that they have a negative attitude towards the subject.

However, they argued that their perception is due to poor pass rates produced in computer

education which would in turn affect the overall school pass rate. This agrees to the view of

Tomei (2001), who says that lack of administrative support impede introduction of the

subject in schools. Most school heads argued that their negative perception is mainly due to

poor pass rates, high purchasing and maintenance costs and some difficulties in fitting the

subject on the timetable which is already congested. They said they have no choice but to

drop it since the subject is new and optional, saying they cannot remove already established

subjects from their curriculum.

35
Other school heads argued that there is lack of an ICT readiness environment and plan to

access, use and implement computer education in schools. They argued that if the subject is

made compulsory, there is no way the school administrators would brush it aside. They also

argued that there are high subscription rates which are unattainable by most school budgets.

To them, the services provided by ICT companies are still of poor quality, for instance,

internet connections, yet their charges are exorbitant. This is coupled by frequent poor

outages which would force the school to switch on generators. All these act as barriers to the

introduction of computer education ‘A’ Level.

What can be done to allow schools to introduction of ‘A’ Level computer education?

On this question, a number of points were raised by school heads and these are as given in the

table below.

Table 4.5 Measures to promote introduction of computer education at ‘A’ Level

About 90% of the school heads suggested that a computer levy be introduced to cater for

recurring costs of purchasing consumables like bond paper and ink. This levy can also be

used in repairing computers and for paying some subscriptions like in internet services. Such

a move can improve the school budget and allow schools to build better computer rooms.

70% of the interviewees suggested that the school should source money and computer from

donors. This is in line with Tomei (2001), who suggests the issue of donors making inroads in

promoting computer education in schools. Although His Excellency, The President of the

Republic of Zimbabwe, Cde R. G. Mugabe embarked on an ICT project and donated

computers and printers to schools, the bulk of Mutare Urban schools have not benefited from

36
the project. The issue of Old Boys Association ploughing back to their schools is noble,

though there may be some challenges involved.

Furthermore, some school heads suggested in-service training courses and workshop to be

held computer teachers. This, will ensure that teachers have adequate skills which make them

competent in teaching the subject (Tatnal and Davey, 2014). Other school heads view that

making a policy that make computer education compulsory in schools will go a long way in

alleviating the problem. On shortage of computers, about 40% of the school heads suggested

the hiring of computers from other companies for use. This could be ideal while the school is

sourcing funds for purchasing their own computers.

30% of the school heads suggested the improvement of training for computer teachers instead

of in-service training. There was also a suggestion of the government and examination boards

like ZIMSEC to introduce incentives to schools that provide ‘A” Level computer education,

like providing free servicing of computers and assisting them in purchasing cheaper ones.

The government, as per their suggestion, can also allow school to buy computers abroad free

of duty. 10% of the school heads suggested that the ministry of Education should employ

computer technicians who will go around servicing computers in schools and making

recommendations where necessary. This allows the government to monitor and evaluate

progress in the provision of adequate computer infrastructure in schools.

4.3 Summary

This chapter presented, analysed and discussed collected data in relation to the research

questions. Tables, graphs and pie charts were used to present research findings and this

revealed the factors that impede the introduction of ‘A’ Level computer education in Mutare

37
urban schools. An attempt was also made to link respondent views to the literature review.

The next chapter will present research findings, conclusions and recommendations to this

problems, and even highlight future studies to be carried out in the research area.

38
 CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter rounds off the research study by first summarising the whole study, clearly

bringing out what has been actually done during the research period. This is followed by

conclusions that have been made after analysing research findings. Lastly, recommendations

are provided so that measures will be taken to introduce ‘A’ Level computer education in

Mutare urban schools.

5.2 Summary of the Study

This research was triggered by shortage of ‘A’ Level computer education places by students

who want to pursue the subject after passing their ‘O’ Levels. On the other hand, trainee

teachers from universities like Bindura University of Science Education and Africa

University find it difficult to find attachment and teaching practice posts in Mutare urban

schools. This prompted the researcher to find out the factors impeding Mutare Urban schools

in introducing ‘A’ level computer education in their school curriculum.

The researcher had to answer a few research questions during the study period. These are:

- Is it relevant for students to do computer education at ‘A’ Level in Zimbabwean

schools?

- What are the challenges impeding the introduction of Computing at ‘A’ Level in

Mutare urban schools and how best can such problems be overcome?

- What can be done to motivate Mutare urban schools to introduce ‘A’ Level

39
A number of assumptions were also taken into consideration during the research study. The

researcher assumed that, when collecting data from respondents, they gave honest answers.

He also assumed that the choice of subject to do at ‘A’ Level determine students’ future

careers to a great extent and that parents want their pupils to pursue computer education at

advanced level while at school.

However, there were a number of limitations that were encountered during the research

study. For example, the researcher had financial constraints, time constraints, transport

problems and resistance to divulge some information by some of the respondents.

The researcher had to then find literature related to the study area. This information was

obtained from textbooks, and from the internet, on what other authorities say about factors

impeding introduction of computers in schools. This was put in Zimbabwean context and

then related to Mutare urban schools.

On research methods, the researcher used both quantitative and qualitative research. All ‘A’

level schools in Mutare urban were identified as the population of the study. Random

sampling method was then employed to choose the school heads and teacher who would

provide information for this research. Questionnaire and interviews were used to gather

information from teachers, SDC members and from school heads.

Data and information obtained from questionnaires and interviews were analysed using

tables, pie charts, column and line graphs. This was followed by brief discussion of the

graphs and views of the respondents.

40
5.3 Conclusions

On research question 1, most of the respondents agreed that computer education is relevant

and should be done at ‘A’ Level just like any other subjects. From the results and analysis of

research question 2, the following factors have been found to be impeding the introduction of

‘A’ level computer education in Mutare urban schools:

- Most of Mutare urban schools do not have enough financial resources to effectively

introduce and sustain the demands of the subject at ‘A’ Level.

- In Mutare urban schools, Computer Education is not a core subject and so most

school heads tend to ignore it and leave it out of their school curriculum.

- School heads and administrators for Mutare urban schools have a negative attitude

towards the subject due to its history of poor pass rates.

- There are few, if any, in-service computer training programmes for teachers in the

schools.

- Most of the experienced teachers are reluctant to introduce the subject and want to

maintain the status quo in relation to the subjects offered in schools, claiming that the

subject does not fit on the time table. Thus there is a negative attitude of the subject

by some of the teachers.

- There are inadequate computers and textbooks for students.

5.4 Recommendations

After careful study and analysis of collected data, the following recommendations have been

made:

41
- Schools should source donations from well-wishers, Old Boys Associations and from

some non-governmental organisations. This will help alleviate the problem of

shortage of computers, textbooks, computer rooms and others

- Schools should introduce computer levy that will be used to maintain, service and

repair computers and buy other consumables that inflict budgetary constraints to the

schools.

- In-service workshops and training workshops must be held for computer teachers so

that they are well equipped for the subject. The courses should be held under the

supervision of examination boards like ZIMSEC so that teachers are aware of the

examination expectations.

- The government must employ computer technician at each district office, who will be

paid by the government. These will be responsible for servicing all computers in

schools and thereby expenses on servicing of computers by schools. This can also

allow the government to monitor and evaluate progress in computer education in

schools easily.

- The government, the Ministry of Primary and Secondary Education in specific, must

make the subject compulsory

- The government should unveil funds for procurement of computers for schools.

- The government can also intervene by allowing schools to import computers and

computer equipment without charging duty at border posts.

- Further study in this area must be conducted to find out other problems and solutions

relating to introduction of ‘A’ Level computer education in Mutare urban schools.

42
- Engaging in a campaign, especially with school heads, to create an awareness of the

importance of the subject

- School heads were encouraged to be innovative

- An awareness of the importance of the subject must be advocated to the students.

43
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Technology in Schools. Allyn and Bacon, London.

Watson, D. and Tinsley, D. (2013). Integrating Information Technology into Education.

Springer, New York.

Yanazi, J. (2010). Exploring Facilitators and Challenges Facing ICT in Tanzania. The

Institute of Finance Management, Dar es Salaam.

46
Appendix A – Letter To Heads Of Schools

St. Augustine’s High School

P. O. Penhalonga

Penhalonga

22 January 2015

The School Head

……………………………….

Dear Sir / Madam

RE: REQUEST TO CARRY OUT AN EDUCATIONAL RESEARCH ON IN

FACTORS THAT IMPEDE THE INTRODUCTION OF ‘A’ LEVEL COMPUTER
EDUCATION IN MUTARE URBAN SCHOOLS.

I, Kapondeni Tungamirai, am a teacher at St. Augustine’s High School. I am a student at

Bindura University of Science Education and am in the final year of my studies. I therefore
request permission to carry out research at your school. The research targets the teachers,
SDC chairpersons and school head. Their response will be treated with strict confidence and
will solely be used for research purposes only.

Thank you very much for your cooperation in this matter.

Yours faithfully

_______________________

Kapondeni Tungamirai (E. C. No. 0948810 P)

47
Appendix B - Questionnaire for Teachers

Preface

The researcher, Kapondeni Tungamirai, is a student at Bindura University of Science

Education. He is carrying out a research to find out why most secondary and high schools in
Mutare Urban do not offer Computer Education at Advanced level. Your co-operation in this
study will be highly appreciated. Findings in this research will be solely used for academic
purposes and nothing else. Confidentiality of respondent name and information they provide
will be guaranteed. In this regard, the respondents are not required to write their names or any
details that will jeopardise their confidentiality on this questionnaire. Therefore, respondents
are asked to provide information as honestly as possible.

Instructions

- Do not write your name or any personal details of this questionnaire.

- Answer questions by placing a tick or by filling in on the blank spaces provided.

- In Section A, answer questions by placing a tick () in the appropriate box.

- In Section B, answer questions by writing your answer in the spaces provided.

SECTION A

1. Highest educational or professional qualification.

‘O’ Level ‘A’ Level Diploma in Ed Degree in Ed

Masters in Ed Others (specify) ……………………………............................

2. What is your length of service as a teacher at this school?

1-5yrs 6-10yrs 11-15yrs 16-20yrs 21 + yrs

3. To what extent do you agree or disagree that the factors listed in the table below

impede the introduction of computer education at ‘A’ Level at your school? Just tick

on the appropriate answer/column for each factor.

48
 Key: SDA –Strongly Disagree DA – Disagree
A – Agree SA – Strongly Agree
Factor SDA DA A SA

i. Shortage of experienced and well trained teachers

ii. Shortage of computer resources

iii. Financial constraints on the part of schools

iv. Lack of support from the administration

SECTION B

4. Is it relevant for students to do computer education at ‘A’ Level? Yes No

If your answer is No, briefly explain your answer:

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
5. State other factors that impede your school from offering computers at ‘A’ level other than
those listed above, if any.

.......................................................................................................................................................
.......................................................................................................................................................
....................................................................................................................................................

6. What do you think should be done to solve the problems that you have identified above and to

motivate school authorities for them to offer computers at ‘A’ Level?

.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
End of Questionnaire.

Thank You for Your Cooperation.

49
Appendix C - Questionnaire for SDC Chairpersons

Preface

The researcher, Kapondeni Tungamirai, is a student at Bindura University of Science

Education. He is carrying out a research to find out why most secondary and high schools in
Mutare Urban do not offer Computer Education at Advanced level. Your co-operation in this
study will be highly appreciated. Findings in this research will be solely used for academic
purposes and nothing else. Confidentiality of respondent name and information they provide
will be guaranteed. In this regard, the respondents are not required to write their names or any
details that will jeopardise their confidentiality on this questionnaire. Therefore, respondents
are asked to provide information as honestly as possible.

Instructions

- Do not write your name or any personal details of this questionnaire.

- Answer questions by placing a tick or by filling in on the blank spaces provided.

- In Section A, answer questions by placing a tick () in the appropriate box.

- In Section B, answer questions by writing your answer in the spaces provided.

SECTION A

1. Sex: Male Female

2. Number of years as SDC chaiperson at your current school
1 yr 2 yrs 3 yrs 4 yrs 5+ yrs
3. To what extent does each of the following influence the introduction of computer
education at ‘A’ Level at your school? Just tick on the appropriate answer/column for
each factor.
Key: SDA –Strongly Disagree DA – Disagree
A – Agree SA – Strongly Agree

50
 Factor SDA DA A SA

i. Shortage of computer resources

ii. Financial constraints on the part of schools

iii. Lack of support from the administration

SECTION B

4. What other factors, if any, impede the learning / offering of ‘A’ Level computer education at
your school, other than those listed in the table above?

.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
....................................................................................................................................................

5. What do you think should be done in order to motivate your school to offer computer
education at ‘A’ Level?
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................

End of Questionnaire.
Thank You for Your Cooperation.

51
Appendix D- Interview Guide for School Heads

1. How many years have you served as a head of this school?

2. Is ZIMSEC computer education examined at ‘A’ Level at your school?

3. In your own opinion, do you think it is important for students to be examined at ‘A’

level in computer education?

4. What challenges, if any, do you face that impede introduction or expansion of ‘A’

Level computer education at your school?

5. Can you suggest any solutions to the problems that you are encountering, if any, in

relation to introduction of ‘A’ Level computer education?

52
 TABLE OF CONTENTS
Research Topic i

Release Form ii

Approval Form iii

Declaration iv

Dedication v

Acknowledgements vi

Abstract vii

CHAPTER 1: INTRODUCTION ............................................................................................ i

1.1 Background to the Study...................................................................................................... 1

1.2 Statement of the Problem ..................................................................................................... 2

1.3 Research Questions .............................................................................................................. 3

1.4 Assumptions......................................................................................................................... 3

1.5 Significance of the Study ..................................................................................................... 3

1.6 Limitations of the study ....................................................................................................... 4

1.7 Delimitation of the Study ..................................................................................................... 5

1.8 Definition of Terms.............................................................................................................. 5

1.9 Summary .............................................................................................................................. 6

CHAPTER 2: REVIEW OF RELATED LITERATURE .................................................... 7

2.1 Introduction .......................................................................................................................... 7

2.2 Relevance of Computers to the nation ................................................................................. 7

2.3 Challenges Impeding the Introduction of Computer Education in Schools ...................... 11

2.4 Summary ............................................................................................................................ 14

CHAPTER 3: RESEARCH METHODOLOGY ................................................................ 15

3.1 Introduction ........................................................................................................................ 15

3.2 Research Design................................................................................................................. 15

3.3 Research Instruments ......................................................................................................... 16

53
 3.3.1 Questionnaire ........................................................................................................................... 17

3.3.2 Interviews................................................................................................................................. 17

3.4 Population .......................................................................................................................... 18

3.5 Sample................................................................................................................................ 18

3.6 Sampling Techniques ......................................................................................................... 19

3.6.1 Stratified Random Sampling .................................................................................................... 19

3.6.2 Simple Random Sampling ....................................................................................................... 19

3.7 Data Collection Procedures................................................................................................ 20

3.8 Data Presentation and Analysis Procedures ....................................................................... 21

3.9 Summary ............................................................................................................................ 21

CHAPTER 4: DATA PRESENTATION, ANALYSIS AND DISCUSSION ................... 22

4.1 Introduction ........................................................................................................................ 22

4.2 Data Presentation ............................................................................................................... 22

4.2.1 Data collected from teachers .................................................................................................... 22

4.2.2 Data collected from SDC Chairpersons ................................................................................... 29

4.2.3 Information Collected from School Heads .............................................................................. 34

4.3 Summary ............................................................................................................................ 37

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .............. 39

5.1 Introduction ........................................................................................................................ 39

5.2 Summary of the Study ....................................................................................................... 39

5.3 Conclusions ........................................................................................................................ 41

5.4 Recommendations .............................................................................................................. 41

References ............................................................................................................................... 44

Appendix A – Letter To Heads Of Schools ............................................................................. 47

Appendix B - Questionnaire for Teachers ............................................................................... 48

Appendix C - Questionnaire for SDC Chairpersons ................................................................ 50

Appendix D- Interview Guide for School Heads ..................................................................... 52

54
List of Tables

Table 4.1: Factors impeding the introduction of ‘A’ Level computers 23

Table 4.2 Other Factors impeding introduction of ‘A’ Level computers 28

Table 4.3: Extent of factors impeding the introduction of ‘A’ Level computers 31

Table 4.4 Some Factors impeding introduction of ‘A’ Level computers 33

55
List of Figures

Fig. 4.1 Teachers’ Highest educational or professional qualification 22

Fig 4.2 Impact of shortage of trained teachers 24

Fig. 4.3 Impact of Shortage of Computer Resources 25

Fig. 4.4 Impact of Financial Constraints 26

Fig. 4.5 Influence of lack of support from Administrators 26

Fig. 4.6 Relevance of computer education at ‘A’ Level 27

Fig. 4.7 Distribution of respondents by Sex 30

Fig 4.8 Number of years as SDC chairperson 30

Fig 4.9 Impact of Financial Constraints 32

Fig. 4.10 Influence of lack of support from Administrators 33

Fig. 4.11 Whether ‘A’ Level Computer education should be examined 34

56
List of Appendices

Appendix A – Letter to Heads of Schools 49

Appendix B - Questionnaire for Teachers 50

Appendix C - Questionnaire for SDC Chairpersons 52

Appendix D- Interview Guide for School Heads 54

57