Abstract

This study evaluated the implementation of the Advanced level chemistry curriculum in Gweru district secondary schools in Zimbabwe. To guide this study seven research questions were raised and answered. The study employed a descriptive survey design and three instruments were used to collect data from 6 secondary schools selected from 12 schools in the district using the Probability Proportionate to Size (PPS) sampling technique. Six (6) school heads, 10 chemistry teachers and 130 students participated in the study. The instruments used for data collection were a questionnaire, interviews and personal observations. The study established that the important factors that limit the quality of chemistry teaching and learning include overloaded curriculum content and inadequate time for teaching chemistry; inadequate resources, apparatus, equipment and consumables. Insufficient funding of science, lack of support staff and ineffective teaching methodologies further limit the quality of chemistry teaching and learning. The study recommends the in servicing of chemistry teachers to give them a better orientation on what is expected of them and expose them to current methods of teaching and presenting content materials to learners. The Ministry of Education Arts, Sports and Culture should for partnerships with private sector and nongovernmental organizations to provide the necessary infrastructure and enabling environment to make chemistry education thrive.

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