Sprin Journal of Arts, Humanities and Social Sciences 2021-01-26T18:49:55+01:00 Iqbal Hussain Open Journal Systems <p style="text-align: justify;"><strong>Sprin Journal of Arts, Humanities and Social Sciences</strong> (SJAHSS) is an international, monthly, open access, peer-reviewed journal published by Sprin Publisher. The journal invites original papers, review articles, technical reports, and short communications containing new insights into any aspect of Arts, Humanities and Social Sciences. The journal welcomes research papers of Humanities: Philosophy, History, Literature, Language and Linguistics, Performing Art, Religion, Visual Arts. Social Sciences: Sociology, Psychology, Gender and Sexuality Studies, Area Studies, Economics, Anthropology, Geography, Culture and Ethics Studies, Archaeology, and other related areas.</p> <div style="display: block; overflow: hidden;"> <div style="float: left; margin-right: 15px; min-width: 200px;"><img src="" alt="SJAHSS" width="200" height="282" /></div> <div> <div style="width: 70%; float: LEFT; margin-top: 10px; min-width: 250px; max-width: 300px;"> <div style="text-align: left; margin-bottom: 10px;"><strong><span style="background-color: #f0f0f0; padding: 2px 8px; color: #444; border-radius: 5px; text-align: center;">ISSN: A/F | DOI: Coming Soon <br /></span></strong></div> <div style="text-align: left; margin-bottom: 10px;"><strong>Frequency: Monthly</strong></div> <div style="text-align: left; margin-bottom: 10px;"><strong>Language: English</strong></div> <div style="text-align: left; margin-bottom: 10px;"><strong><strong>Chief Editor: </strong></strong>Dr. Mekolle Prosper Mbelle</div> <div style="text-align: left; margin-bottom: 10px;"><strong>Country of Origin: India</strong></div> <div style="text-align: left; margin-bottom: 10px;"><strong>Publisher: Sprin Publisher</strong></div> <div style="text-align: left; margin-bottom: 10px;"><strong>Submit Online: <a href="">Click Here to Submit</a></strong></div> <div style="text-align: left; margin-bottom: 10px;"><strong>Submit Offline: <a href=""></a></strong></div> <div style="text-align: left; margin-bottom: 10px;"> </div> </div> </div> </div> The psycho-emotional effects of extra lessons among urban day secondary school learners 2020-11-29T03:46:30+01:00 Richard Bukaliya <p>This qualitative study investigated the psycho-emotional effects of extra lessons among urban day secondary school learners in Chegutu, Zimbabwe. In-depth interviews, focus group discussions and document analysis were adopted to generate data from teachers, school inspectors, parents and learners. Results from the study show that participants expressed mixed feelings on the psychological and emotional roles of attending extra lessons by learners. Some participants credited extra lessons for their confidence building among the learners, before going into a test or examination. Others viewed extra lessons as a source of depression among learners and strained learners physically because most of the time they were busy. The study recommended that extra lessons needed to be continued but under the guidance of the teachers and parents. Since learners had their morale boosted before taking a test or examination, learners need to continue getting involved in extra lessons.</p> 2020-12-25T00:00:00+01:00 Copyright (c) 2020 Author The role of extra lessons on the general administration of urban day high density secondary schools 2020-12-01T04:48:15+01:00 Richard Bukaliya <p class="western" style="margin-bottom: 0.11in; line-height: 100%;" align="justify"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;">This study investigated the role of extra lessons on the general administration of the secondary schools in Chegutu, Zimbabwe. The case study design was adopted. Interviews, focus group discussions and document analysis were used to collect data. Twenty-three participants, consisting 8 teachers, 6 learners, 6 parents and 3 school inspectors were purposively sampled. Findings revealed that the general administration of schools was affected by extra lessons. Extra lessons helped in raising the school pass rates. They helped build a good image for the schools and assisted in the reduction of the teachers` workload. However, the lessons created a dent on teacher professionalism. Teachers were accused of neglecting formal schoolwork by creating demand for extra lessons among learners. The lessons also contributed to indiscipline among learners. Relations between learners and teachers were also strained. The study recommended that extra lessons should continue as they reduced the workload for teachers and provided a conducive working environment at the school. It is prudent that MOPSE, school heads and parents monitor work given to learners during normal school hours to avoid the creation of artificial demand for extra lessons. </span></span></p> 2020-12-25T00:00:00+01:00 Copyright (c) 2020 Author Educator Sentiments on How Primary School Staff Development Programmes could be Made More Effective: In Quest for Educational Excellence 2020-12-02T12:25:08+01:00 Douglas Gasva <p class="western" style="margin-bottom: 0in; line-height: 100%; orphans: 2; widows: 2;" align="justify"><span style="font-family: Calibri, serif;"><span style="font-size: small;"><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;">This study explored</span></span> <span style="font-family: Times New Roman, serif;"><span style="font-size: medium;">the sentiments of</span></span> <span style="font-family: Times New Roman, serif;"><span style="font-size: medium;">educators on how primary school staff development programmes could be made more effective; in pursuit of educational excellence.</span></span> <span style="font-family: Times New Roman, serif;"><span style="font-size: medium;">The case study design within the qualitative research paradigm was adopted. A s</span></span><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;">ample of 42 educators in Zimbabwean primary schools; comprising of 36 teachers and 6 head teachers was used. Focus Group Discussions and Interviews were utilised to generate data. </span></span><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;">The major findings were that </span></span><span style="font-family: Times New Roman, serif;"><span style="font-size: medium;">school management should consider teachers’ staff development needs as the major priority and that the relevant ministry should also support staff development programmes in order to promote their effectiveness. Accordingly, the researcher concluded that the efficacy of primary school staff development could be enhanced if all stakeholders would work together in order to ensure their effectiveness while educators should be made to realise the importance of staff development programmes as being part of their professional development.</span></span></span></span></p> 2020-12-25T00:00:00+01:00 Copyright (c) 2020 Author Scrutiny of Documentary Evidence of the Effectiveness of Staff Development Programmes in Zimbabwean Primary Schools: Implications for Quality Education 2021-01-24T13:38:48+01:00 Douglas Gasva Saziso Mukomana <p>This qualitative case study was a scrutiny of documentary evidence of the effectiveness of staff development programmes in selected primary schools in Hwange District, Zimbabwe. Its population comprised of primary school heads and a sample of 5(n=5); obtained through Purposive sampling was utilised. Interviews complemented by document analysis were employed as data generation techniques. The major findings were that staff development is being implemented at the studied schools considering the presence of staff development records particularly plans and minutes. However, these records were available at some schools while others did not have them. Based on the findings, the researchers concluded that staff development at the schools is reasonably effective though their effectiveness could be enhanced through improved recording of the programmes. The researchers recommended that concerned authorities should ensure that school staff development is properly documented in a way that fostersits effectiveness and quality education.</p> 2020-12-25T00:00:00+01:00 Copyright (c) 2020 Author ASSESSING THE EFFECTIVENESS OF STUDENT RETENTION STRATEGIES AT ZIMBABWE OPEN UNIVERSITY 2021-01-26T18:49:55+01:00 Jura Florence Richard Bukaliya <p>The study aimed at assessing the effectiveness of the student retention strategies at the Zimbabwe Open University. It utilised the qualitative approach to collect and analyse data. The data was collected through interviews. The study sample comprised of sixteen participants, eight staff members and eight students. These were selected through purposive sampling since the study was qualitative. The findings show that ZOU had very lucrative strategies to manage student retention. Among them were management and leadership styles, peer teaching, mentoring and collaboration, orientation, and student-centred active learning. It also noted that ZOU had challenges in student retention which included resources, social influences, soft skills and teaching methods. The study concluded challenges faced by students were basically situational not institute based. Teaching methods like peer tutoring and collaboration were important as they created a conducive environment for learning. The study recommended that ZOU continuously trains its front desk employees and equip them with correct information. It was also recommended that the students be made aware of the learning styles in an ODL setup before taking up the studies.</p> 2020-12-25T00:00:00+01:00 Copyright (c) 2020 Author