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Implementation of home economics primary curriculum: a case study of a rural school in Masvingo, Zimbabwe

Author Affiliations

  • 1Great Zimbabwe University Faculty of Education
  • 2Great Zimbabwe University Faculty of Education
  • 3Great Zimbabwe University Faculty of Education

Res. J. Family, Community and Consumer Sci., Volume 7, Issue (2), Pages 7-12, July,27 (2019)


This present study focused on the implementation of the Home Economics primary curriculum in the Zimbabwean school with particular reference to teaching and learning methods and resources. A qualitative paradigm was used in the form of a case study at one primary school in Gutu District of Zimbabwe. Five teachers were sampled using a convenience sampling technique from a population of fifteen teachers. Ten pupils were sampled from Grades Three to Seven. Interviews and non-participant observations were used to collect qualitative data. Data collected was presented in narrative form. Findings were that the teaching methods used fell short of satisfying the hands-on approach which is recommended for imparting appropriate problem-solving, knowledge and skills. It was also established that teachers blamed failure to effect appropriate Home Economics methods on insufficient Home Economics knowledge, skills and instructional materials. The major recommendation made was that subject specialists be deployed at every primary school to teach the subject and to facilitate school based staff development for teacher empowerment.


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