DOI: 10.36347/sjahss.2018.v07i01.004

Pages: 24-29

This study sought to explore factors that militate against the effective teaching and learning of Religious Studies at Ordinary Level in Zimbabwe. The qualitative research methodology was preferred as it enabled the researchers to have an in-depth understanding of the problem. The multiple case study method was adopted and involved five secondary schools in Binga District of Matabeleland North Province. A purposively selected sample of twenty teachers (n=20) was used while interviews, questionnaires and observation were utilised as research techniques to generate data. The major findings were that there was lack of qualified and experienced personnel, inadequate teaching and learning resources, lack of instructional supervision, shortage of classrooms and furniture as well as low morale and motivation of the teachers. The researchers concluded that the teaching and learning of Religious Studies faced several challenges within the selected secondary schools but the teachers who were the sole participants believed that these were not insurmountable as they could be eliminated if all concerned stakeholders would work together in order to address them. Accordingly, the study recommended, among other things, that the district should seek for permission from the responsible authority to employ more qualified and experienced Religious Studies teachers and that priority should be given to the construction and acquisition of appropriate resources meant to promote the effective teaching and learning of the subject. Furthermore, staff development programmes should be practiced in order to enhance the teachers’ pedagogic skills as well as promote quality Religious Studies teaching and learning in the area under study.