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The study is guided by the concerns-based adoption model (CBAM) and the pragmatist’s theory, using a qualitative case study approach with naturalistic data collection. Data were gathered from five selected primary schools through interviews, observation, and document analysis with 54 participants selected via convenience and purposive sampling. Findings show shortages of personnel, infrastructure, equipment, and consumables, particularly in rural schools, and that the Grade 7 examination format creates negative attitudes. Recommendations call for government support in providing resources and ensuring equal status for all assessed subjects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/challenges-in-the-teaching-and-learning-of-textiles-in-the-primary-school-curriculum-in-masvingo-district-zimbabwe/591853/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/challenges-in-the-teaching-and-learning-of-textiles-in-the-primary-school-curriculum-in-masvingo-district-zimbabwe/591853.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"To analyze the challenges faced in teaching and learning Textiles in the primary school curriculum in Masvingo District, Zimbabwe.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and data collection methods were used?",{"text":117,"@type":113},"A qualitative case study design was used, with data collected through interviews, observation, and document analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What major challenges were identified in the findings?",{"text":121,"@type":113},"Schools lacked facilities and resources such as personnel, infrastructure, equipment, and consumables, especially in rural schools; additionally, the Grade 7 examination created a negative attitude toward Textiles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591853,1792855926,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10.18488/journal.137.2021 .51.12.22 Vol. 5, No. 1, 12-22.  \n© 2021 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nCHALLENGES IN THE TEACHING AND LEARNING OF TEXTILES IN THE PRIMARY SCHOOL CURRICULUM IN MASVINGO DISTRICT ZIMBABWE  \nIsabel Makwara Mupfumira1+  \n Leonora T. Nyaruwata2  \n1Robert Mugabe School of Education and Culture Great Zimbabwe University, Zimbabwe.  \n2Zimbabwe Open University, Zimbabwe.  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 29 July 2020  \nRevised: 21 December 2020  \nAccepted: 7 January 2021  \nPublished: 9 February 2021  \nKeywords  \nChallenges Textiles  \nTeaching Learning.  \nThe purpose of this research was to conduct an analysis of the challenges faced in the teaching and learning of Textiles in the primary school curriculum in Masvingo district Zimbabwe. The study was informed and guided by two theories namely the concernsbased adoption model (CBAM) and the pragmatist’s theory. A qualitative case study design was employed to allow for naturalistic methods of data collection. The study was conducted at five selected primary schools in Masvingo district, Masvingo province in Zimbabwe. The population of the study comprised teachers, parents, school development committee (SDC) chairpersons, school heads and the schools inspector. Convenience and purposive sampling was employed to get a total of 54 participants. The data was collected using interviews, observation and document analysis. The major findings of the research were that schools lacked facilities for effective teaching and learning of Textiles in form of personnel, infrastructure, equipment and consumables especially in rural schools. The other finding was that the nature of the Grade 7 examination created a negative attitude towards teaching and learning of Textiles. The study recommends that the Government should take a lead in creating a conducive learning and teaching environment for Textiles through provision of both human and material resources. The examination system should give equal status to all subjects assessed in the general paper.  \nContribution/ Originality: This study contributes to existing literature by conducting an analysis of the challenges faced in the teaching and learning of Textiles in the primary school curriculum in Masvingo district Zimbabwe.  \n1. INTRODUCTION  \nIn Africa and the world over countries are trying to address the question of the provision of skills and knowledge required in facing life’s challenges. Countries like Japan and German have realised great strides in technological advancement due to prioritising technical and vocational education (Boateng, 2012) .  \nTextiles is technical and vocationally oriented where learning occurs through marrying theory and practice. Textiles as a practical area requires equipment, materials and specialist rooms for effective implementation (Domike & Odey, 2014; Ministry of Education Sports and Culture, 2002) . According to Murethi (2009) TVE in some schools in Africa is ha mpered by lack of appropriate resources. The same situation may exist in Zimbabwe (Nziramasanga, 1999) . An evaluation study by Domike and Odey (2014) in Nigeria revealed that many primary  \nschools were experiencing challenges in terms of infrastructure and instructional material. In Zimbabwe studies at tertiary and secondary level have shown that lack of facilities and materials have negatively affected the implementation of curriculum (Mupfumira, 2011; Mupfumira. & Mutsambi, 2012) . In Chivi District Zimbabwe, Shadreck (2012) established that teacher quality, lack of adequate laboratory equipment and consumables affect effective implementation of the F/N curriculum. Resources are the bedrock in the teaching and learning of practical subjects like Textiles.  \nThe researcher did not come across studies which directly addressed ","cbCailLgvYl45qlj","https://ap.wps.com/l/cbCailLgvYl45qlj","pdf",348869,11,"English","# ABSTRACT\n# INTRODUCTION\n# RESEARCH QUESTIONS\n# REVIEW OF RELATED LITERATURE","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To analyze the challenges faced in teaching and learning Textiles in the primary school curriculum in Masvingo District, Zimbabwe.\"},{\"question\":\"What research approach and data collection methods were used?\",\"answer\":\"A qualitative case study design was used, with data collected through interviews, observation, and document analysis.\"},{\"question\":\"What major challenges were identified in the findings?\",\"answer\":\"Schools lacked facilities and resources such as personnel, infrastructure, equipment, and consumables, especially in rural schools; additionally, the Grade 7 examination created a negative attitude toward Textiles.\"}]","CHALLENGES IN THE TEACHING AND LEARNING OF TEXTILES IN THE PRIMARY SCHOOL CURRICULUM IN MASVINGO DISTRICT ZIMBABWE | PDF",1792073348,28]