An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools
| dc.contributor.advisor | Mushoriwa, TD | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Mawuye, Enock Panganayi | en |
| dc.date.accessioned | 2026-08-14T01:45:12Z | |
| dc.date.available | 2026-08-14T01:45:12Z | |
| dc.date.issued | 2017 | en |
| dc.description.abstract | The purpose of this study was to analyse formative assessment challenges facing English Language (L2) Secondary school teachers in the Makoni District of Zimbabwe. Data were collected from 25 English Language secondary school teachers pooled from 5 secondary schools in the Makoni District. The study utilised the pragmatic paradigm which allowed the use of the mixed methods approach. The study used the survey research design. Quantitative data were collected through questionnaires while qualitative data were collected through follow-up interviews, documents and non-participant observations. Cross-tabulations were used to present data which were then reported mainly in percentages. While most of the qualitative data were used to buttress findings established through the questionnaires, the other data were categorised into themes and analysed accordingly. Major challenges that were revealed by this study were that teachers used the teacher – centred approach, feedback given to pupils was not detailed, there was less time to assess appropriately and that teachers were not motivated to assess effectively. Remedial activities were not being carried out and that teachers’ training in assessment was not thorough. Shortage of teaching and learning resources and high teacher – pupil ratios were some of the challenges that teachers faced. There was lack of coordination of agencies involved in assessment and that assessment was examinations – oriented. Assessment policy formulation did not involve teachers and that most pupils were not motivated to learn. On the basis of these findings, the study recommended the provision of adequate teaching and learning resources, provision of appropriate pre-service and in – service training programs as well as involving the teachers in the formulation of assessment policies. | en |
| dc.format | 263 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Mawuye, Enock Panganayi. 2017 | en |
| dc.identifier.other | vital:29028 | en |
| dc.identifier.other | http://hdl.handle.net/10353/5058 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4787 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | English language -- Study and teaching -- Foreign speakers Teachers -- Training of -- Zimbabwe | en |
| dc.subject | LCSH | en |
| dc.subject | English language -- Study and teaching -- Foreign speakers | en |
| dc.subject | Teachers -- Training of -- Zimbabwe | en |
| dc.title | An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools | en |
| dc.title.alternative | An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | Education | en |