An Evaluation of the Use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary Level: A Case Study of Five (5) Secondary Schools in Chiefs Sayi and Jiri Areas in Gokwe South District, Midlands, Zimbabwe

DRJ-JEF (ISSN; 2520-7490), Vol. 2 (6), pp. 01-19.

19 Pages Posted: 30 Jun 2017

See all articles by Qedisani Masayile

Qedisani Masayile

Ministry of Primary and Secondary Education

Thabani Nyoni

University of Zimbabwe

Munyaradzi Nyoni

Independent

Wellington Garikai Bonga

Great Zimbabwe University

Bliss Musisinyani

Independent

Date Written: June 30, 2017

Abstract

This research is an exploratory study on the use of marking schemes in five secondary schools in Chiefs Sayi and Jiri areas in Gokwe South District. The purpose of the research is to evaluate the use of marking schemes in the teaching and learning of Commerce at Ordinary level with particular emphasis on effectiveness, challenges and student and teacher perceptions on their use. The research adopted qualitative research design and thus employed a case study approach. Data was gathered from 10 Commerce teachers and 120 Ordinary level Commerce students from the five secondary schools using questionnaires, interviews and observations. Data was analysed using appropriate quantitative and qualitative techniques which include graphs, pie charts and tables. The responses highlight the ways in which students and teachers use marking schemes and the benefits the use of marking schemes have on learning and the classroom. Students and teachers reported that marking schemes were useful throughout the process of teaching and completing assignments, and responses indicated areas in which the many uses of marking schemes could be emphasized during instruction to maximize utility. Students also highlighted that by creating a more specific and open assessment tool, they felt an increased ability to communicate questions and ideas regarding assignments. However, the frequency of use of marking schemes by teachers, despite the numerous reported merits, is disappointingly low because of issues like shortage of time, non-alignment of syllabi goals with assessment goals, and challenges in designing them. Amongst other recommendations, the study also emphasizes on the need for the internalization of, and induction of students to the use of marking schemes.

Keywords: Academic Performance, Assessment of Students, Evaluating Students, Learning in Commerce, Marking Schemes, Syllabus, Teaching in Commerce, Zimbabwe

JEL Classification: A21, C10, C38, H52, I21, I28, O15, P36, P46

Suggested Citation

Masayile, Qedisani and Nyoni, Thabani and Nyoni, Munyaradzi and Bonga, Wellington Garikai and Musisinyani, Bliss, An Evaluation of the Use of Marking Schemes in the Teaching and Learning of Commerce at Ordinary Level: A Case Study of Five (5) Secondary Schools in Chiefs Sayi and Jiri Areas in Gokwe South District, Midlands, Zimbabwe (June 30, 2017). DRJ-JEF (ISSN; 2520-7490), Vol. 2 (6), pp. 01-19.. Available at SSRN: https://ssrn.com/abstract=2994836

Qedisani Masayile (Contact Author)

Ministry of Primary and Secondary Education ( email )

88 Union Avenue
Cnr Second Street
Gokwe, Harare
Zimbabwe

Thabani Nyoni

University of Zimbabwe ( email )

Mashonaland
Zimbabwe

HOME PAGE: http://www.uz.ac.zw

Munyaradzi Nyoni

Independent ( email )

No Address Available

Wellington Garikai Bonga

Great Zimbabwe University ( email )

P. O. Box 1235
Masvingo
Masvingo, Masvingo 00263
Zimbabwe

Bliss Musisinyani

Independent ( email )

No Address Available

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