Abstract: Covid 19 brought about challenges as well as opportunities to libraries of the world. It is also critical to note that the strength the library had in terms of technology, innovation and skills before Covid 19 was the one that enabled it to rise above the abnormal learning period of lockdown. Data was collected using questionnaires, interviews as well as document analysis techniques. A Convenience sampling was employed in the study. A quantitative approach was used in this study and survey being the research design. Content validity was used to ensure reliability and validity. Questionnaires, interviews and document analysis were used as data collection methods. A convenience sampling was employed. In this study, data was presented using tables, charts, statistical averages, statistical maps, and narratives. The study’s findings showed that both the library and students lacked the necessary infrastructure. The conclusion made was that the library positively respondent by maximising the Institutional Repository and linking Koha to Baobab for e books. The findings of the study are in agreement with literature particularly on the lack of infrastructure to support online library especially in developing countries. On challenges faced in the use of e resources the researcher concluded that lack of proper infrastructure on the part of students as well as the library hinders utilisation. It was recommended that the library make its resources available to patrons off campus through Virtual Private Network.

Abstract: The Covid-19 pandemic has caused probably the most significant world-wide disruptions in all sectors of the economy in human history. This study prescribes a Zimbabwe state university where little has been done to explore what can be done to prepare the institution to have students continue learning in the face of any threat similar to Covid-19. The study provides snippets of lecturers’ and students’ reflections on their experiences with teaching and learning during the Covid-19 era. Utilising a qualitative approach that employed face-to-face semi structured interviews, data was solicited from 10 lecturers and 20 students. Data was thematically analysed. Both positive aspects and negative outcomes of teaching and learning during the covid crisis were recorded, and from these outcomes, lessons which will help the university systems withstand future emergencies and crises were drawn. These lessons are the novelty and contribution of the study. Key among the lessons were that the institution: continues mobilizing resources to build and strengthen support for teaching-learning, strengthen the registration process, develop a system for online examinations, lobby government to subsidise cost of data bundles, and increase connectivity to remote parts as well as offer online counselling services for students and lecturers.

Abstract: Recent curriculum reforms in the new global economy have emphasised the importance of continuous assessment as a theoretical basis for measuring the progress and achievement of learners in a holistic manner. The aim of this study was to try to establish the teachers’ Level of Use of the continuous assessment model at secondary school level in Zimbabwe. In adopting a small scale investigation, the researcher was limited by financial constraints, time limitation and the Covid-19 restrictions on movement. The researcher explored the teachers’ level of use of the CA model through branching and focused interview protocols involving 15 secondary school teachers purposively selected from three secondary schools. The findings were categorised according to themes predetermined by the literature review and then analysed. The findings revealed that nearly all teachers that participated in the study were clearly users of CA, though mostly operating at LoU III. The study further established that collaboration among most teachers was not embedded within the culture of their schools. The most important finding was that CA was brought in without consultation and sufficient guidelines, a scenario which might have brought in confusion and pushback by teachers to implement the new practice. Recommendations for promoting higher LoU included organising intensive ongoing training on CA and that the Zimbabwe Examination Council (ZIMSEC), for the meantime to take charge of designing CALAs and get them marked in the same way as the public examinations are done until such a time when teachers have attained higher levels of using CA.

Abstract: The outbreak of -COVID19 on Mother Earth prompted for reactions, adjustments and novelties on all aspects of life, including the education sector. In universities world-wide, modes of lesson delivery were compelled to change from the usual face-to-face to online teaching strategies. Researchers of this qualitative study explored the impact of COVID-19 on the public university students’ learning in Zimbabwe. Data was collected through interviewing students online and observations. Thematic approach was used for data analysis. Findings showed that university students’ shift from face-toface to online learning brought a plethora of challenges which include: lack of e-learning hardware, limited technical knowhow, expensive data bundles, network challenges, frequent power-cuts, home-learning disturbances and low-teacher online response. There were also some advantages, for instance, technological development on the part of the students, lecturers and universities towards world standards. The study recommended for universities and national intervention especially on: engaging mobile network operators to subside data costs and e-learning gadgets funding. There is also need for lecturers and students’ online instructional enhancement and electronic gadget operation workshops to make the involved parties prepared for this new-normal at hand.

ABSTRACT: Education systems of the world value instructional homework. At elementary school level, both teachers and parents are expected to see to it that students do their homework. The concept of homework is based on the belief that family-based learning positively impacts a child’s learning. However, some studies concluded that homework can cause loss of interest in academic issues among students. Furthermore, it causes fatigue and interferes with important personal and family time. This study focused on what the parents, whose children receive homework from primary schools in Bulilima District, Zimbabwe say about homework. The study used a qualitative research methodology; data was collected through face-to-face interviews and descriptive analysis was applied to the collected data. Findings showed that parents are positive about the homework issue; they find homework valuable to their children for it gives them basis for research and allows for classroom extension work. The study also showed student motivation, academic improvement and student responsibility as positive qualities cultivated by homework. Homework bridges home and school and stimulates parental involvement in their children’s education. Parents welcome aiding their children doing homework for they strongly feel that it is their responsibility. Parents have no challenges with their children’s homework and they applaud a job well done by homework suppliers and markers: teachers. This study recommends for a broader research that can bring new insights to the instructional homework issue.

Received June 24, 2018; Revised October 24, 2018; Accepted October 30, 2018

Abstract: Teachers’ feedback practice in English composition teaching at secondary school is consciously and unconsciously influenced by a number of factors. The study answered two research questions on how teachers describe their feedback knowledge, resource availability, teacher attitude and teacher motivation and which of these factors predict teacher composition feedback practices. This study used questionnaires to gathered data from 46 “O” Level English teachers from Bulawayo Province. Data was analyzed by SPSS Version 23. Descriptive statistics results revealed that teachers were exposed to feedback dissemination to English composition students and they valued it. They also had a positive attitude toward giving English composition students feedback. However, they were lowly motivated to work and feedback resources were limited. Regression analysis showed that teacher motivation and teacher attitude best predicted teacher Feed Up practice while teacher attitude and teacher motivation best predicted teacher Feed Back practice and the Feed Forward practice was best predicted by teacher motivation, teacher attitude and resource availability. This means that teacher motivation, teacher attitude and resource availability are essential factors for they predicted teacher feedback practice. Recommendations included that the responsible ministry should ensure that the teachers are catered for in their teaching endeavors so that they are motivated to do their work. Also, the stakeholders and the responsible ministry should make composition writing and feedback resources available for effective composition teaching-learning processes. There is also need to facilitate teachers to attend workshops and seminars.