Performance Lag Address Programme (PLAP): Teachers’ per-ceptions and pedagogical approaches in Mutare urban P2 (former group B) Primary Schools.

Abstract

The purpose of this study is to determine if teachers’ perceptions on Performance Lag Address Programme (PLAP) match their classroom practice in P2 (Former group B) primary schools in Mutare urban primary schools in Zimbabwe. A quasi-experimental design was used in the study. Two schools were randomly selected from a total of 14, P2 primary schools. One school was found to be streaming while the other was not. Six teachers (three from each school) were interviewed to gather their perceptions on PLAP and teaching methods within their classes. Three classes from each school were pur-posely selected. A total sample size of 195 (Boys = 91; Girls = 104) participated in the study. School X (mixed ability) has a total of 88 pupils (boys=37; Girls=51) while school Y has a total 107 participants (Boys=54; Girls=53). A Wide Range Achievement Test- Revised Mathematics subtest was used to determine pupils’ achievement levels. Teachers’ views on PLAP varied depending on the class they were teaching in a mixed ability school, but matched their teaching methods. In a mixed ability school X, the grade 5A teacher felt challenged but having positive views of PLAP performed the best (2 grades above grade placement) while class B achieved a grade below grade 5 and the teacher views PLAP as appropriate for special classes for slow learners. In school Y (streamed) teachers had negative views on PLAP and instruction did not match to the needs of pupils as what was on paper did not match classroom practice. A one way analysis of variance re-veal a significant difference among the three classes in school X which streams, F (2, 94) = 18.28, p < 0.01. Tukey’s HSD test indicates that the average score for grade 5A is significantly higher than the other two classes; however, the mean for grade 5C is not statistically greater than the observed grade 5B. The effect size of this result is medium (f = 0.29), and there was a low degree of association between the classes and pupils achievement scores (estimated omega squared = 0.26). In a streaming school Y, A one way analysis of variance reveal that a significant difference among the three classes, F (2,104) = 92, 93, p < 0.01. Tukey’s HSD test indicated that the mean average of grade 5A class is significantly higher than the other two classes; in turn the mean of grade 5B is statistically greater than that of the grade 5. The effect size is quite large (f = 1.79), and there was a moderate association between different classes and pupils achievement (estimated omega-squared = 0.39).