Alfred Champion Ncube

Male Circumcision and Risky Sexual Behavior in Zimbabwe: Evidence from the 2010-11 Zimbabwe Demographic and Health Survey

In 2009, Zimbabwe adopted voluntary medical male circumcision (VMMC) as an additional method of HIV prevention. The promotion of VMMC has raised a major concern that it might lead to an increase in high-risk sexual behavior, a phenomenon known as risk compensation or behavioral disinhibition. This study sought to test whether circumcised men in Zimbabwe are more likely to have engaged in risky sexual behavior. The study used data collected from 7,480 men age 15-54 who were interviewed during the 2010-11 Zimbabwe Demographic and Health Survey (ZDHS). Logistic regression was used to assess the association between circumcision and risky sexual behaviors. The study found no statistically significant association between male circumcision and risky sexual behavior. These results suggest a need to continue monitoring the relationships between ongoing VMCC campaigns and men’s risky sexual behavior. Information dissemination on VMMC should emphasize caution in messages promoting medical male circumcision to avoid giving the impression that it provides immunity against HIV.

Association between wanting circumcision and risky sexual behaviour in Zimbabwe: evidence from the 2010–11 Zimbabwe demographic and health survey

BackgroundZimbabwe adopted voluntary medical male circumcision (VMMC) as an additional HIV prevention strategy in 2009. A number of studies have been conducted to understand the determinants of VMMC uptake but few studies have examined the characteristics of men who are willing to get circumcised or the link between wanting circumcision and risky sexual behaviour. This study investigated the relationship between wanting male circumcision and engaging in risky sex behaviours. This was based on the assumption that those who are willing to undergo circumcision are already engaging in risky sexual behaviours.Data and methodsData from men age 15–45 years who were interviewed during the 2010–11 Zimbabwe Demographic and Health Survey of 2010–11 was used. A total of 7480 men were included in the sample for this study. Logistic regression was used to assess the association between wanting circumcision and risky sexual behaviours.FindingsMen in the highest wealth tercile were significantly more likely to want circumcision compared to men in lower wealth terciles (OR = 1.36, p < 0.01). Wanting circumcision was also significantly associated with age. Men in the 25–34 age category reported wanting circumcision more (OR = 1.21, p < 0.05) while older men were significantly less likely to want circumcision (OR = 0.63, p < 0.01). Christian men and those residing in rural areas were also less likely to want circumcision (OR = 0.74, p < 0.05 and OR = 0.75, p < 0.001 respectively). The findings of this study indicate a strong association between wanting circumcision and having had risky sex (OR = 1.36, p < 0.01), having multiple partners (OR = 1.35, p < 0.01) and having paid for sex (OR = 1.42, p < 0.001) However, wanting circumcision was negatively associated with having used a condom at the last risky sex (OR = 0.76, p < 0.001).ConclusionsThe association between demand for VMMC and risky sexual behaviour need continuous monitoring. We emphasise that the promotion of VMMC for HIV prevention should not overshadow the promotion of existing methods of HIV prevention such as condoms and reduction of sexual partners.

The Impact of Teacher Motivation on Teacher Effectiveness in Bubi District of Zimbabwe

This study investigated the impact of teacher motivation on teacher effectiveness in ten schools in Bubi District in Matabeleland North Province in Zimbabwe. The study draws on a quantitative inquiry on the relationship between teacher motivation and teacher effectiveness. The population consisted of all the primary schools in Bubi District. The sample consisted of 100 respondents purposively sampled. The sample was composed of 48 males and 52 females. The study adopted the descriptive survey design and all the information was collected through a questionnaire which largely had close-ended questions and one open-ended question. The findings of the study Original Research Article Muranda et al.; BJESBS, 7(3): 202-210, 2015; Article no.BJESBS.2015.084 203 revealed that teacher motivation is not given top priority by schools in Bubi District. It was also found that monetory incentives among other forms of incentives were highly valued by teachers in the District. The study recommends that teacher motivation should be given top priority by schools in order to enhance teacher effectiveness.

Effective Teaching of form Four History at Zimbabwe’s Dakamela Secondary School: A Comparative Study of Group Discussion and Lecture Methods

This study was focused on the comparative effectiveness of using the group discussion method and the lecture method in the teaching and learning of history by form four students at Dakamela Secondary School in Nkayi District with the aim of finding which of the two methods better suits the teaching of this subject due to its strengths. The study used 50 students in two classes one with 26 Original Research Article Khosa et al.; BJESBS, 8(1): 34-46, 2015; Article no.BJESBS.2015.098 35 and the other with 24 students. The population was made up of all 320 pupils in the school doing history since the subject is compulsory and is expected to be done by al the pupils. The study employed the quantitative paradigm and used the experimental design. Experiments were carried out in both classes which were exposed to both methods simultaneously. The study revealed that students who were exposed to the group discussion method performed relatively better than those exposed to the lecture method. The study recommends that students should be taught mostly using the group discussion method since it has proved to be more effective than the lecture method.

The Nature and Prevalence of Bullying in Primary Schools of Nkayi South Circuit in Zimbabwe

The aim of the present study was to investigate the nature and prevalence of bullying among primary school pupils in Nkayi South Circuit in Matabeleland North Province in Western Zimbabwe. The population comprised of all the 300 teachers in Nkayi South Circuit. Random sampling was used to arrive at a sample of 30 teachers from ten schools. The study adopted the descriptive survey design and the questionnaire was used for collecting data. The main findings of the study revealed that the most common forms of bullying were physical (that is, fighting, punching, hitting), verbal (that is, threatening, swearing, teasing) social (that is, deliberately leaving out of a game or group, ignoring). The study also revealed that boys were the main contributors of bullying. The findings also revealed that the bullying behaviours were influenced by home based factors, peers and school based factors. The study recommends that schools should encourage teachers to engage all children in productive work all the time and also liaise with parents on best ways ofguiding the behaviour of pupils who exhibit characteristics of bullies.

An Assessment of the Effectiveness of School-based Staff Development Programmes in Secondary Schools of Lupane District of Zimbabwe

Staff development is crucial as it equips workers with life long survival skills on their jobs. Staff development also bridges the gap between the teachers’ available acquired skills and the new teaching skills required in the curriculum. Staff development is therefore concerned with the expansion of knowledge and skills of teachers so that they contribute to their growth in relation to their jobs and improve student learning through enhanced performance by the teachers. This study sought to evaluate the effectiveness of school based staff development programmes in Original Research Article Tshabalala et al.; BJESBS, 7(4): 245-253, 2015; Article no.BJESBS.2015.088 246 Zimbabwean secondary schools using the quantitative paradigm. The study employed the survey descriptive design. The target population comprised all schools in Lupane District using a sample of 110 teachers and heads composed of 56 females and 54 males. All the information was collected using a questionnaire which had both close-ended questions and open-ended questions. The study revealed that lack of follow up evaluation sessions to staff development programmes affect the effectiveness of staff development design and implementation. The study also revealed that time allocated to staff development programmes was not adequate resources. The study recommends that there should be adequate resources to effectively plan and implement staff development programmes and that staff development programmes must be allocated enough time for them to be effectively carried out.

An Assessment of the Choice of Practical Subjects by Secondary School Pupils in Umguza District Secondary Schools

It i s generally believed that there is unequal distribution of boys and girls in pract ical subjects in most schools. The study therefore sought to assess whether the allocation of students to practical subjects reflects gender sensitivity in the secondary scho ols o f Umguza District in Zimbabwe. The study was quantitative and utilise d a descriptive survey design. The sample comprised 200 pupils of whom 100 were male and anoth er 100 female. The information was gat hered through a questionnaire. A sample of 20 pupi ls was used to pursue validity. Clear instructions for respondents Original Research Article

An Evaluation of the Examination Assessment Techniques used by the Zimbabwe School Examinations Council (ZIMSEC) for grade 7 Deaf Candidates (PART B.)

The study evaluated the examination assessment techniques used by ZIMSEC at grade 7 level. The study was motivated by the low pass rate among deaf candidates at grade 7 level in the period 2007 to 2011. At the centre of the study were two variables namely exam item development and exam paper administration. The descriptive survey design was used to solicit data from Zimbabwe School Examinations Council officials, teachers of candidates with profound hearing impairment and from heads of special schools that enroll students with hearing impairment. The population under study comprised 101 teachers of students with profound hearing impairment in the five special schools in Zimbabwe, 4 heads of special schools that enroll students with profound hearing impairment and about 300 officials from the Zimbabwe School Examinations Council. Non – probability sampling methods were used to come up with a representative sample of 4 school heads, 50 teachers and 10 Examination Managers. The results showed that the assessment language (English) was a great barrier to the deaf candidates as questions were asked in their abstract form. There was also concern raised where sign language differences could affect interpretation of examinations. More importantly the results revealed that teachers of the deaf were not involved in the marking process and the majority was not aware of how the exam scripts are marked or the availability of an assessment policy. Lastly the grading system used did not have some special provisions for the deaf candidates. The study recommended that the Zimbabwe School Examinations should establish flexible formats for candidates with profound hearing impairment to be able to present their responses. These formats should include signing on videos and responding in sign language to an amanuensis/ transcriber. The Government and stakeholder should establish a sign language authority to unify in language, train teachers of the deaf in sign language, interpretation ethics and license sign language interpreters. Zimbabwe School Examinations Council should establish guidelines that are specific to the marking scripts for candidates with profound Hearing Impairment. The government should establish and enforce a policy on the assessment of candidates with hearing impairments. It was also recommended that the Curriculum Development Unit should establish a sign language syllabus to allow candidates with hearing impairment to be assessed for proficiency in their primary language instead of proficiency in English and local languages. Key terms: Measurement: Deafness, Special School, Hearing impairment, Assessment procedures Examination Accommodation, Special arrangements

Examination Question Paper Development and Administration for Deaf Learners at Grade 7 Level: Reflections of the Zimbabwe School Examinations Council (ZIMSEC)

The study analyzed the development and administration of examination question papers for grade 7 deaf candidates in Zimbabwe. The study was motivated by the low pass rate among deaf candidates at grade 7 level in the period 2007 to 2011. At the centre of the study were two variables namely exam item development and exam paper administration. The descriptive survey design was used to solicit data from Zimbabwe School Examinations Council officials, teachers of candidates with profound hearing impairment and from heads of special schools that enroll students with hearing impairment. The population under study comprised 101 teachers of students with profound hearing impairment in the five special schools in Zimbabwe, 4 heads of special schools that enroll students with profound hearing impairment and about 300 officials from the Zimbabwe School Examinations Council. Non –probability sampling methods were used to come up with a representative sample of 4 school heads, 50 teachers and 10 Examination Managers. The results showed that there are a few modifications being done for deaf candidates during item development and the administration of exams at grade 7 level. Respondents also exhibited varying knowledge levels regarding what is supposed to be done for the deaf candidates pointing to systems barriers. Teachers of the deaf who are the key stakeholders were not being involved in the development of model test items for the deaf candidates. The study concluded that the low pass rates among deaf candidates is more of a result of external factors especially the unsystematic way exams are being administered. It was recommended that the Zimbabwe School Examinations Council should modify assessment instruments for candidates with profound hearing impairment. The Zimbabwe School Examinations Council should also involve teachers of candidates with profound hearing impairment during test development from the initial stages through item writing workshops so that tests are set with candidates with hearing impairment, not to be treated as an append ache. Key terms: Measurement: Deafness, Special School, Hearing impairment, Assessment procedures Examination Accommodation, Special arrangements

The Extent to which Transitional Services Prepare Deaf Learners for Community Participation: the Zimbabwean Case

The purpose of this study was to establish the extent to which transitional services in special schools for the deaf equip the deaf learners with skills that enable them participate in community activities. A mixed methods approach underpinned the study. 30 respondents were purposively drawn from deaf school leavers vending in the streets of Harare, managers of schools enrolling deaf learners and managers of deaf persons organisations. The questionnaire was used to collect data. The researchers used sign language to solicit responses from the deaf participants. In turn the researchers completed the questionnaire on their behalf. The results reveal that Zimbabwe does not have a transitional policy for deaf learners. The results showed that the curricula used in the schools did not have an orientation towards community activities and participation. School managers expressed mixed feelings on whether their services enable deaf learners participate effectively in the community after school. Leaders of deaf organisations revealed that the community and society at large do not understand the deaf culture because there is no interactive language. They highlighted the inability of the society to interact with deaf people which result in their social exclusion. The study recommended that special schools for the deaf must adopt a community based curriculum that will enhance the participation of deaf persons to their communities. It was also recommended that the communities be educated and trained on the communication needs of deaf persons especially sign languages. This can be done by schools, organizations of the deaf and government through the public media.