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Access status: Open Access ,
The Influence of gender on the financial performance of small and medium enterprises, a case of Rushinga district, Zimbabwe
(BUSE, 2026-06) Augusto, Berita Omega
The study mainly focused on the influence of gender in the financial performance of SMEs in Rushinga district, Zimbabwe. This research was carried out to gain better understanding of whether gender differences among business owners have an effect on the business financial performance. This research was motivated by the growing importance of SMEs in the economic development of our country. Both qualitative and quantities methods were adopted during data collection. Primary data was obtained through use of questionnaires and surveys. They were distributed among the selected sample of SME owners operating within the district. Secondary sources data was obtained from books, journals, reports and also other scholars’ publications related to gender and entrepreneurship. The data was presented and analyzed using tables, graphs and descriptive explanations that clearly show the findings. The findings revealed that gender plays a significant role in the financial performance of SMEs. The study obtained that female entrepreneurs face challenges such as limited access to finance, inadequate business training, cultural barriers and lack collateral security compared to male entrepreneurs. The study also further analyzed that education, experience, financial literacy and support systems are important factors that can improve the financial performance of both male and female entrepreneurs. In conclusion, addressing of gender barriers may result in improved financial performance, growth and economic development within the district and Zimbabwe as a whole.
Access status: Open Access ,
An investigation on challenges faced in teaching practical physics in a rural secondary school.
(BUSE, 2026) Musuka, Marvellous Sophia
This study examined the challenges encountered in teaching of practical physics in rural secondary schools as the case of the Pafiwa, Sherukuru, Zambe and Bethania Secondary Schools which make up the Mutasa Central Cluster. This study was inspired by the longstanding disparity between the curriculum commitment to inquiry-based, practical experimentation and the actual conditions of constrained resources and theoretical teaching in rural areas. This study was informed by three objectives which were to study what happens in the teaching of practical physics, to evaluate the difficulties that are involved in teaching it and what can be done to enhance its teaching. Qualitative case study design was used, as the Constructivist Learning Theory developed by Bruner considers learning as a dynamic process of building new knowledge on the basis of previous knowledge. Data were gathered by interviewing physics teachers and school administrators and focusing group discussions with learners. The data underwent thematic analysis to reveal patterns, themes and relationships generated by the data. Results showed that teaching methods in applied physics are mostly theoretical and teacher-dominated and lessons are usually restricted to demonstrations, not practical experimentation by students. Teachers mentioned lack of laboratory equipment, infrastructural inadequacy, unstable electricity and huge classes as significant obstacles to successful practical teaching. The absence of professional development opportunities also limited the possibility of teachers using learner-centred approaches. However, there were those teachers who were creative and improvised experiments with materials they had in their vicinity to partially overcome the resource shortfall. The research found that these issues can be addressed through a multi-faceted approach that involves the sufficient supply of resources, ongoing teacher education, community participation and policy advocacy. The recommended measures to implement were enhancing laboratory resources, conducting professional development seminars, facilitating the sharing of resources between schools and the promotion of the contextualisation of learning using local examples and materials.
Access status: Open Access ,
The effect of inquiry-based learning on student’s conceptual understanding of Newtonian mechanics in secondary schools
(BUSE, 2026) Muhomba, Phoebe
Physics education, particularly in the domain of Newtonian mechanics, continues to pose significant challenges for secondary school learners due to its abstract nature, reliance on mathematics, and the persistence of deeply ingrained misconceptions. Traditional teachercentered, lecture-based instruction has proven inadequate in fostering the conceptual change necessary for genuine scientific literacy, often resulting in poor performance and student disengagement. This study investigated the effectiveness of Inquiry-Based Learning (IBL) in enhancing students’ conceptual understanding of Newtonian mechanics within Zimbabwean secondary schools. Specifically, it compared the academic performance and attitudes of students taught using IBL strategies with those taught through traditional lecture methods, while also exploring the challenges teachers encountered in implementing IBL in resourceconstrained environments. A mixed-methods approach was employed, utilizing diagnostic tools such as the Force Concept Inventory (FCI), structured questionnaires, and semi-structured interviews to capture both quantitative and qualitative data. Findings demonstrated that IBL significantly improved conceptual mastery and remediated prevalent misconceptions more effectively than traditional methods. Furthermore, the results indicated that IBL fostered positive attitudes towards physics by promoting critical thinking, collaboration, and active engagement. Despite these benefits, the study identified significant implementation hurdles, including limited laboratory apparatus and time constraints within the syllabus. This research contributes to the limited body of context-specific research on IBL in sub-Saharan Africa, offering practical insights for teachers, policymakers, and curriculum developers. Ultimately, the study highlights the potential of IBL as a transformative instructional model capable of bridging the gap between abstract scientific principles and meaningful student learning in Zimbabwean classrooms.
Access status: Open Access ,
Students’ challenges in learning quadratic equations in Zimbabwe’s secondary schools (with special focus on form three students.)
(BUSE, 2026) Mpame, Claytone
The purpose of this study was to investigate the students’ challenges faced in learning quadratic equations in Zimbabwe’s secondary schools (with special focus on form three students). Despite quadratics being a core component of the Ordinary Level mathematics curriculum, national assessment reports continue to show low pass rates and persistent learner difficulties. Using a mixed-methods approach, the researcher collected data from a student diagnostic test administered to form three students at Glen View 1 High School and semi-structured interviews with mathematics teachers in Glen View-Mufakose District. Quantitative data were analysed to determine patterns of errors in key areas such as factoring, completing the square, use of the quadratic formula, graphing quadratic functions, and solving word problems. Qualitative insights from teachers were used to explain the underlying causes of these errors. The findings revealed that students struggled most with completing the square, interpreting and solving word problems, and applying the quadratic formula correctly. Common errors included weak algebraic manipulation, misinterpretation of mathematical symbols, limited conceptual understanding of quadratic functions, and difficulties linking real-life scenarios to appropriate mathematical models. Teachers attributed these challenges to inadequate foundational knowledge, limited exposure to multiple solution methods, overreliance on rote procedures, and insufficient teaching and learning resources. The study concludes that improving learner performance in quadratic equations requires strengthening conceptual instruction, enhancing teacher pedagogical approaches, and increasing opportunities for practice using varied representations. It recommends targeted remedial programmes, use of diagnostic assessments, continuous professional development for mathematics teachers, and provision of more instructional materials to support learner understanding.
Access status: Open Access ,
An investigation into the errors made by Ordinary school level learners in solving mathematical problems involving laws of indices
(BUSE, 2026) Manyanga, Prince Shepherd
I would like to express my deepest gratitude to the following individuals and organizations for their invaluable support and contributions to this research study. To my supervisor, Doctor Mudzamiri for providing expert guidance, constructive feedback and unwavering encouragement throughout this research journey. To Bindura University of Science Education for giving me the chance to study at the institution, I am forever grateful for the opportunity. To the educators and learners who participated in this study, for sharing their experiences, insights and perspectives on the errors made by Ordinary school level learners in indices. To my family and friends, especially Trymore for their love, support and patience during the challenging times of this research. I would also like to acknowledge the assistance provided by the Head of Department at Bernard Mizeki College, who helped with data collection. This research would not have been possible without the contributions of these individuals and organizations. I am grateful for their support and acknowledge their role in shaping the outcome of this study.