Felisia Chimbindi
Chinhoyi University of Technology, Zimbabwe. Orcid: 0000-0002-8069-7180. Email: SRembe@ufh.ac.za
Volume 1, Number 2, 2017 I Full Text PDF
Abstract
Textile, Clothing and Design programmes’ provision to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the stakeholders emanating from curriculum implementation approaches, such as students’ failure, drop out and prolonged completion of programmes. This study therefore, sought to examine teaching strategies used to cater for the students in provision of the programmes in 2 sampled universities. The study adopted post-positivism paradigm and used mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. Questionnaire, interview and document analysis were used to collect data from 36 lecturers, 2 quality assurance directors, 2 faculty deans of studies, 2 chairpersons and 6 lecturers. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that lecturers used various teaching strategies to cater for the students, despite the absence of university curriculum implementation policy.
Keywords: Diverse academic backgrounds, Textile, Clothing and Design programmes.
