A Comparative Analysis of Urban and Peri-urban Primary Schools in Masvingo, Zimbabwe: Views on Grade 7 Examination Preparations

Abstract

This chapter sought to compare teachers’ views on the preparation for grade 7 examinations between urban and peri-urban primary schools in Masvingo Province, Zimbabwe. A convergence parallel mixed methods design was utilized. In the quantitative phase, data was analyzed using the t-test and chi-square while the qualitative phase used in-depth interviews. Two high performing primary schools from each school location (Urban and peri-urban) were purposely selected. Sixty teachers (30 from each school location) were randomly selected in the quantitative phase. During the qualitative phase, 18 participants were purposely selected. The highly experienced urban teachers are more familiar with examinations. Parental involvement is lower in peri-urban than in urban schools. Urban schools complete their syllabuses on time despite large class sizes while peri-urban schools have difficulties in completing despite small class sizes. The quantitative results show that teachers in peri-urban schools received lower scores (M = 4.30, SD = 1.52) than did those teachers in urban areas (M = 7.00, SD = 1.73), t (58) = 34.57, p < 0.01, two tailed. The size of this effect is large (effect size r = 0.95). Most urban teachers had above 16 years teaching experience, while most peri-urban teachers had between 6 to 10 years teaching experience, χ2 (1, N = 60) = 19.08, p < 0.05. Although the variables are not independent of each other, the strength of the association between them is moderate (V = 0.56). According to the qualitative findings, both school locations used the lecture technique as a manner of instruction. In urban schools, the usage of previous test papers will become more common after the completion of the curricula. The efficiency of instructors in peri-urban schools is hampered by a lack of resources and unclear school missions.