CHAPTER 1

1:0 Introduction

This chapter sought to analyze factors that have an effect on the teaching and learning of Music
as a subject at Secondary schools in Beit-bridge central during the Covid-19 period. Lack of
human resources, lack of material resources, shortage of musical instruments, religious
differences, challenges of the music syllabus, lack of innovation, time, class sizes and negative
attitudes with the aid of school heads and music inspectors are some of the elements that
negatively impacted on the teaching and learning of Music as a curriculum subject in secondary
faculties during the Covid-19 period. The foremost gist of the thought is based totally in
assessing research at Secondary schools in Beit-bridge central. It accompanied a qualitative
approach. Qualitative data will be got from lesson observations, analyzing texts and findings
mostly.

1:1 Background of the study

The Covid-19 pandemic and the associated school closures, have represented one of the most
critical educational emergencies of the last 100 years. Due to the spread of Coviod-19, countries
worldwide implemented unusual measures in various sectors of society to contain the pandemic.
The situation affected the education sector and caused the largest disruption of the education
systems in history, United Nations (2020).

In March 2020, the majority of countries including Zimbabwe had announced temporary school
closures preventing around 1.6 billion children and young people from physically attending
school, (UNICEF 2020). As a response most schools switched to digital learning, creating a
unique situation for all actors in the education field, (United Nations 2020).

The Covid-19 pandemic has triggered many challenges for all human beings. For music
educators, the Covid-19 Pandemic is a quintessential adaptive and transformative challenge. The
situation forced the researcher to conduct a research on factors that affect the teaching and
learning of Music as a curriculum subject at secondary schools in Beit-bridge central. The
researcher unraveled numerous factors that positively and negatively affect the teaching and

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learning of Music as a curriculum subject at secondary schools in Beit-bridge central during the
Covid-19 period.

Samkange and Chimbadzwa (2016), studied a related matter on factors that affect the teaching
and learning of Music as a curriculum subject in rural secondary schools. Results were obtained
through use of a case study of secondary schools in Mt Darwin district, Zimbabwe. The study
showed that lack of human and material resources as well as lack of electricity negatively affect
the teaching and learning of music as a curriculum subject in most secondary schools in Mt
Darwin district. Samkange and Chimbadzwa’s study and mine differ in the sense that Samkange
and Chimbadzwa studied rural schools while mine focused on urban secondary schools.

Mupondi and Munyaradzi (2012), studied the vocational-technical approach to the teaching of
Art and Music in Masvingo District, Zimbabwe. Findings identified that poor funding, economic
downturn and lack of commitment of both government and stake holders in the educational
system hamper the vocational-technical approach to the teaching of Art and Music in Masvingo
District, Zimbabwe.

Milton et al, (2021), sought to analyse the effect of the Covid-19 pandemic on the education
system in Africa. Limited teacher-learner classroom interaction affect the teaching and learning
of Music as a subject in Africa. A survey show that governments across Africa closed institutions
and interrupted their traditional technique of teaching to the online learning method. Findings
obtained show that the shift of the traditional method of teaching negatively affect the teaching
and learning of Music as a curriculum subject.

Lack of frequent supervision is another factor that affect the teaching and learning of Music as a
curriculum subject at secondary school level. Supervision serves a number of functions in
education. Glatthorn (1984), notes that supervision as a process facilitates the professional
growth of a teacher, as it primarily gives the teacher feedback about classroom interactions and
help the teacher make use of that feedback in order to make teaching more effective.

Kuleto, Rankovi, Stojakovi and Dobrilovi (2021), studied factors affecting the efficiency of
teaching process in higher education in the Republic of Serbia during COVID-19. The research
study identified four factors affecting the efficiency of the process. These factors include the
school management support, family–work conflict, home infrastructure and technology choice.

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The study averaged factors to preserve the original measurement scale and calculated the
correlations between factors and efficiency. School management support as well as family–work
conflict showed positive and significant correlation with the efficiency.

1.2 Statement of the problem

The Ministry of Primary and Secondary Education places significance on the teaching and
learning of Music as a curriculum subject at secondary school level. Teaching music during the
Covid-19 period is very challenging due to protocols of the Covid-19, shortage of music
educators, time, class sizes, poor funding, challenges of the music syllabus, lack of teaching
resources and religious differences. The situation triggered the researcher to get into a research
to find answers on various factors affecting the efficiency teaching and learning of Music as a
subject in secondary schools in Beit-bridge central. Music teachers are facing difficulties in
trying to implement the new curriculum during the Covid-19 period, (Bao 2020). The researcher
discovered that if the situation remains unaddressed the teaching and learning of Music as a
curriculum subject in secondary schools will continue to be an uphill task.

1.3 Research objectives

(a) Assess factors affecting the teaching and learning of Music as a curriculum subject at
secondary schools in Beit-bridge central during the Covid-19 period.

(b) Analyze the impacts of these possible factors on the novices overall performance in Music as
a curriculum subject.

(c) Explain possible solutions that can be employed to enhance teaching and gaining knowledge
of Music as a curriculum subject at secondary school level.

1.4 Research questions

(a) Examine the availability of Music educators on the job market.

(b) Assess the availability of useful resources required in the teaching and learning of Music as a
curriculum subject in secondary schools in Beit-bridge central.

(c) Explain the supervision of Music teachers domestically and externally.

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(d) To what extent are workforce development programs organized for Music educators
regionally and externally?

1.5 Significance of the study

The researcher found out that the research project is important to the following:

1.5.1 Policy makers

The study is important in the sense that policy makers were informed of the extent to which
Music is being taught as a curriculum subject in Secondary schools in Beit-bridge central. Policy
makers gained meaningful feedback on the challenges that are faced by Music educators in the
teaching and learning of Music as a curriculum subject during the Covid-19 period.

1.5.2 The Curriculum Development Unit

The Curriculum Development Unit benefited in designing and dispatching to schools the
applicable and adequate Music educational resources to secondary schools. This enhanced proper
planning especially to the curriculum planners to be aware of what should be done and
considered in the teaching and learning of Music as a curriculum subject during the Covid-19
period.

1.5.3 Officials in the National Manpower Planning and Development

Officials in the National Manpower Planning and Development quarter were shown the
manpower deficiencies in the educating of Music as a curriculum subject. Officials gained
knowledge on how to help Music teachers to teach more effectively during the Covid-19
pandemic era.

1.5.4 Administrators, Music educators and scholars

Administrators, Music teachers and scholars benefited from the recommendations that improve
the teaching and learning of Music as a curriculum subject during the Covid-19 pandemic.
Teachers in secondary schools were equipped with appropriate teaching strategies applicable in
teaching of Music as a curriculum subject in secondary schools.

1.5.5 Learners

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This study is more important to learners as the final consumers of the Music syllabus. The sense
of music was instilled in learner’s mind. Teachers gained a wide base of the subject matter and
this enabled them to deal with the challenges encountered in the teaching and learning of the
Music in a proper way.

1.5.6 Researcher

The researcher gained knowledge through wide reading. This enabled the researcher to become a
useful resource person in schools and in the community. Additionally the researcher also gained
satisfaction and pride by accomplishing the research project, thereby raising his self-esteem.

1.6 Assumptions of the study

The researcher had the following assumptions for secondary schools that are offering Music as a
curriculum subject:

(a) They had Music as their curriculum subject on their grasp time tables.

(b) They saved a departmental file for Music.

(c) They had the Zimbabwe Junior Certificate and Ordinary Level Music syllabi.

(d) That the teaching and learning of Music at secondary school level in Beit-bridge district is
not being taken seriously like other curriculum subjects.

1.7 Delimitation of the study

The researcher was limited to only three secondary schools in Beit-bridge central during the
Covid-19 pandemic era. The research focused on factors that affect the teaching and learning of
Music as prescribed in the ZJC and O-Level syllabi of Zimbabwe during the Covid-19 period.
This study is a mirror representation of the whole district of Beit-bridge. Below is the map
showing the location of the research area.

Figure 1: A map showing the location of St Mary’s High school.

Source: Google

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1.8 Limitation of the study

The research was carried during the course of the Covid-19 pandemic. The researcher did not
gather all the required information due to constrained time and resources. Funds are also a
limiting factor that was encountered by the researcher. Transport is another limitation that had a
bearing on the researcher as it restricted him to only nearby schools. To this effect, the researcher
had to use a questionnaire, interviews and document analysis in order to collect detailed and
reliable data from selected secondary schools in Beit-bridge central. The issue of Covid-19
protocols is also a challenge that limited the researcher especially on the issue of social
distancing.

1.9 Definition of terms

(a) Analysis

An investigation of things tracing their source and the resolving of knowledge into its original
principles. To analyze is to get deeper understanding. According to Cambridge Dictionary
Online, analysis refers to the systematic examination and evaluation of data or information by
breaking it to its component parts to uncover their interrelationships.

(b)Factors

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Factors are circumstances, facts or influences that contribute to a result.

(c) Teaching

Teaching refers to the occupation or work of a teacher. It also refers to the process of imparting
knowledge to someone.

(d)Learning

Learning refers to the acquisition of knowledge or skills through study, experience or being
taught.

(e) Music

Music is an art shape that spans a vary of human activities, from enjoyment to religious and
social rites, political activism and lobbying, training and business interests. Blacking (1979),
define music as a humanly organized sound that pleases the ear. Music is sounds temporally
organized by a person for the purpose of enriching or intensifying experience through active
engagement such as listening, dancing, performing thus according to Levinson (1990).

(f) Covid-19

Covid-19 is an infectious disease caused by the SARS-CoV-2 virus, (United Nations 2020). It
can be transmitted both by air and via direct or indirect contact, the most frequent way it spreads
is via droplets.

(g) Curriculum
Curriculum is a plan or program of all experiences which the learner encounters under the
direction of a school.

1.10 Summary of the chapter

To sum up, this chapter covered the background of the study, statement of the problem, research
objectives, research questions, significance of the study, delimitation, limitation of the study,
definition of key terms and the summary of the chapter.

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 CHAPTER 2: LITERATURE REVIEW

2.0 Introduction

This chapter sought to offers the theoretical framework and critiques literature from a global
overview to the contemporary situation. This is essential as it helped the researcher to set up the
theoretical roots of the study, make clear ideas and develop research methodology, (Martin
1985). The study present conceptual framework of troubles related to the elements affecting the
teaching and learning of Music as a curriculum subject. This chapter pay attention to the possible
solutions that can be employed to enhance the teaching and learning of Music during the Covid-
19 period.

2.1 Theoretical framework

The theoretical framework thinking underlying this find out about sees eye to eye with Suzuki’s
method of educating Music which supports the notion that children can learn music as early as
they learn to talk. The Suzuki technique additionally acknowledged as the Suzuki movement is a
technique of teaching music conceived with the aid of Japanese violinist Shinichi Suzuki rapidly
after world hostilities two. Suzuki’s method of teaching music is considerable to the
Zimbabwean musical education as it uses music training to enrich the lives and ethical personal
of its students.

The student, teacher and parents are the solid foundation of a learning triangle in Suzuki’s
method. The technique creates the same environment for learning music that a person has for
gaining knowledge of their native language. Parents play a pivotal function in the learning of
their children as they are additionally thoroughly involved. The parents attends the lessons,
creates an advantageous home learning environment and organizes the each exercise sessions.
Therefore, Suzuki’s technique of educating Music is essential to this study due to the fact that
lack of parental assistance can be another factor that avert the profitable implementation of
Music as a curriculum subject in secondary schools during the Covid-19 period.

Suzuki teachers agree that musical capability can be developed in all children. This approach of
educating Music is quintessential as it enable learners to be confident in front of audiences

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because they familiar with musical instruments before getting to know to study Music. The
Suzuki approach has a huge bearing on the teaching and learning of Music considering the fact
that it guide Music teachers and it is very vital to the improvement of Music educators from time
immemorial up to the current day. On the other hand it is evident that Suzuki's method had no
intentions of producing expert musicians however just to make properly citizens.

2.2 The availability of useful resources required in the teaching and learning of Music as a
curriculum subject.

The human resource factor plays an integral role in the teaching and learning of Music as a
curriculum subject in secondary institutions during the Covid-19 period. Teachers are an
important factor in the teaching and learning of any curriculum subject. According to the
Nziramasanga Commission (1999), there are insufficient specialized music educators in schools.

Relevant musical equipment and materials to teach the different components of Music support
the educating and studying of Music as a subject in secondary schools. Some of the material
resources encompass textbooks and Musical instruments. Textbooks are a component that
impacts on the teaching and learning of any curriculum subject. Lack of Music textbooks in
secondary schools force music educators to unduly depend on the chalk and talk method.
Samkange and Chimbadzwa (2016), argue that absence of quality of resources used in
educational processes has a direct impact on the level of quality of pupil achievement. Lack of
teaching and learning equipment’s affects both speed and quality of work produced.

Music being a practical subject requires musical instruments. Knock (1989), note that the
provision of musical instruments motivates the learners. Shortage of musical instruments have an
effect on the teaching and learning of Music as a curriculum subject in secondary schools.
Taruvinga and Moyo (2000), assert that non availability of educational resources force Music
teachers to unduly be counted on the lecture method. Lack of access to digital learning is another
factor that affect the teaching and learning of Music during the Covid-19 period.

2.3 Supervision of Music teachers.

Music receive minimal supervision or none at all. Supervision include lesson observation and
professional books inspection. Supervision of Music classes has not been taken severely in most
of the secondary schools. Supervision serves a wide variety of functions in education. These

9
include facilitating the growth of a teacher. This is executed by giving the teacher comments on
classroom performance. Glatthorn (1984), note that supervision as a technique allows the expert
growth of a teacher, as it notably gives the teacher remarks about classroom interactions and help
the teacher to make use of comments in order to make teaching and learning greater effectively.
Supervision promotes communication, staff development, academic quality, ensures teacher
motivation and morale.

2.4 Summary of the chapter

This chapter has explored the theoretical framework and literature from a global overview to the
contemporary situation. The study presented conceptual framework of challenges related to the
factors affecting the teaching and learning of music. The discussion also explored some of the
challenges faced in the implementation of music as a curriculum subject at secondary school
level during the Covid-19 pandemic.

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 CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction

This chapter outline the research design, population and sampling procedures and the sampling
paradigm. This section also looks at various methods which the researcher intend to use when
gathering data.

3.2 Research design

According to Leevy (2017), a research design is a plan for the study providing the frame work
for data collection and it involves all procedures selected by researcher in coming up with
solutions. The qualitative approach is going to be employed which provides a deeper
comprehension and fuller contextual information of the topic under the study. According to
Cohen, Morrison and Manion (2018), a qualitative methodology uses multiple instruments which
are humanistic and it include use of dialogue which enhances clarity of issues questioned among
other aspects.

3.3 Population of the study

The research was carried out at St Mary’s High School in Beit-bridge central. Leavy P (2017),
argue that populace is any team of individuals that has one or extra characteristics in common
that are pastime to the researcher. The purposively selected populace comprised of seventy-five
pupils and three Music teachers consequently presenting a whole of seventy-eighty respondents.
All the research participants were Zimbabwean nationals.

3.4 Sample

The sample to be chosen is qualitative. Webster (1987), define sample as a finite part of
statistical populace where residences are studied to gain data about the complete as sample.
According to Slater, White and Graves (1990), a sample is a small consultant subset of the
population. In this research study, the researcher used purposive sampling to select experienced

11
secondary music teachers and music learners at a particular secondary school in Beit-bridge
central to participate in this study.

3.5 Research instruments

Leedy (1985), define a research instrument as a device used to do particular task that involves
studying something and making an attempt to find out the information about it. A research
instrument is a tool that enables the researcher to gather data to find solutions to the problems
under investigation. In this study,a questionnaire and interviews were used to acquire data. The
researcher additionally choose to elevate a documentary analysis to complement the
questionnaire.

3.5.1 Questionnaire

According to Johnson (1997), a questionnaire is a list of questions compiled and submitted by

the researcher to a sampling population from which information is derived. Phellas, Bloch and
Seale (2011), define a questionnaire as a set of carefully constructed questions designed to
provide systematic information in particular subjects. A questionnaire was used to acquire data
from three music educators. The questionnaire had a wide variety of advantages to the study.
Questionnaires store the researcher's time, it has excessive objectivity and furnish anonymity to
the respondents. The use of questionnaires as a research instrument ensures confidentiality and
can reach a large number of respondents. To make certain that all questionnaires are lower back
the researcher supplied and acquired them in person.

3.5.2 Interviews

According to Good and Brophy (1972), an interview is a manner of communicating and

interacting. The researcher used interviews to solicit statistics from Music teachers, pupils and
school heads. An interview can be viewed as a face to face interaction between the interviewer
and the interviewee. Adopting interviews as the research instrument enables the researcher to
obtain truthful responses. Interview questions can be simplified or adjusted in order to suit the
understanding level of the respondents. Therefore, interviews are suitable for collecting data on
factors affecting the efficiency teaching and learning of music as a curriculum subject during the
Covid-19 period. In this study, the researcher was the interviewer while pupils were the
respondents.

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3.5.3 Document analysis

In data collection processes document analysis complements interviews and questionnaires.

Maree et al, (2007), define document analysis as the focus on all types of written communication
that may shed light on the phenomenon that one is investigating. In this study, the researcher
adopted document analysis as a research instrument. The researcher analysed record books,
music departmental files as well as stored data in electronic gadgets which were found at a
selected secondary school in Beit-bridge central.

3.6 Data presentation and analysis

Of the three teachers who teach music as a curriculum subject, two of them were men and one
appeared to be female. Both sexes had been represented in the sample. Findings on the factors
affecting the teaching and learning of Music as a curriculum subject was balanced as views from
each male and female teachers will be considered.

3.7 Ethical consideration

The researcher wrote a letter to accountable authorities asking for permission. Dockrell (1990),
define research ethics as embracing ethical troubles in context of working with human beings.
Ethics are the moral standards and policies of conduct. Research ethics presents tips for the
responsible habits of research, educates and video display units researchers conducting research
to make sure high ethical standard be located in a research, (Cohen, Manion and Morrison 2000).
The researcher did not falsify, adjust or omit data to swimsuit his expectations and reference was
made to the authentic creator to avoid piracy and plagiarism. Correct approaches were observed
concerning the confidentiality of the information.

3.8 Summary of the chapter

This chapter focused on discussing and justifying the procedures which clearly explains how
data was to be collected, presented and analysed. One can note that chapter three is an eye
opener of how chapter four was then prepared. The approach, procedures, instruments as well as
the ethics that should be followed by the researcher in carrying out the study were described in
this chapter as the researcher’s guideline. Chapter four mainly focuses on data analysis and
presentation as well as discussion of the research.

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 CHAPTER 4: DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Introduction

In the preceding chapter, the researcher mentioned the lookup methodology that was employed
in gathering records for this research on factors that affect the teaching and learning of music as
a curriculum subject at secondary school level during the Covid-19 period. This chapter is
consequently going to present, analyze and talk about the information that was gathered at some
point of the lookup study. Key terms data presentation and data analysis to be defined. In this
study, the researcher went on to extract findings from teacher’s questionnaire, interviews with
learners and document analysis. Thereafter, the researcher discuss the findings and answer the
lookup questions raised. The dialogue will additionally draw conclusions from the findings and
will as a consequence end up the groundwork upon which guidelines will be made. This chapter
will conclude by way of giving a brief chapter summary.

4.2 Data Presentation and Analysis

Leavy (2017), define data analysis as a technique of summarizing and organizing a mass of
collected statistics so as to convey order, shape and which means to it . Data presentation refers
to the use of a range of graphical codecs to visually symbolize the relationship between two or
more information units so that an informed decision can be made. Qualitative records analysis is
the manner of making feel of the research participants’ views and opinion of situations,
corresponding patterns, themes, classes and normal similarities (Cohen, Morrison and Manion
2018). Facts presentation and evaluation are intertwined strategies in which the researcher
organizes his findings so as to deduce means out of them. Qualitative analysis was used to find
out the current information. Thematic analysis and the findings had been also presented
qualitatively.

The main aim of the study was to discover factors affecting the effective teaching and learning of
music as a curriculum subject at secondary school level during the Covid-19 period. As stated in

14
the previous chapter. A questionnaire was administered to music educators. Interviews were
conducted with learners. Additionally, the researcher adopted document analysis as a research
instrument. The researcher analyzed record books, files as well as stored data in electronic
gadgets. There was a one hundred percent response fee for all the three devices and the responses
have been descriptively presented.

4.3 Presentation of Findings

The statistics series process yielded the following findings which are presented according to the
instrument used and the particular questions requested in every case.

4.3.1 Findings from Teachers’ Questionnaire

Of all the music teachers who responded back to the questionnaire, two had been males. The
respondents’ professional qualifications were varied as two of the three had been diploma
holders, with only one of them being a degree holder. Section A of the questionnaires also
printed that all of them had specialized in Music, whilst their educating experience ranged from
five years going upwards. Their responses to Section B of the questionnaire are as follows:

Which ICT gadgets are you using as a music teacher to facilitate the teaching and learning
of music as a curriculum subject at your school.

Computers are a very useful media in the teaching and learning of music as a curriculum subject
at secondary school level. Responses from music teachers show that both learners and teachers
have access to computers, the internet and can make researches. Music teachers use projected
media sometimes to enhance instruction. Teachers introduce topics using slides to motivate and
arouse the pupils’ interest to learn. Pupils learn notation and types of dances or cultural practices
through playing video tapes. Music teachers also use non projected media. The researcher
discovered that music teachers used text books, flip charts, posters, maps and pictures to
facilitate the teaching and learning of music at secondary schools in Beit-bridge central during
the Covid-19 period.

Identify challenges faced in the teaching and learning of music as a curriculum subject at
secondary school level during the Covid-19 period.

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All the responses showed that music teachers have been worried over the restrained time which
is being allotted for music as a curriculum subject on the school timetable. Time is an abstract
resource that also affects the teaching and learning of music in secondary schools. According to
the Ordinary level music syllabus a class of music should have at least eight (35-40 minutes)
lessons per week. Four of the lessons should be theory and the remaining four should be
practical. Three respondents spoke with one voice and lamented that their school timetable used
to be so packed that music instructions are allocated with a paltry thirty-five minutes which they
denounced as insufficient for the use of team works, function plays, and dramas among different
methodologies that are being endorsed in educating practical subjects by means of the new
curriculum. Therefore, it is difficult to attain a sense of achievement and progress in the teaching
and learning of music as a curriculum subject at secondary school level during the Covid-19
period.

Due to Covid-19 protocols teachers and learners sometimes were forced to attend school two or
three days per week hence limited time for music lessons. In one of the selected schools, juniors
thus form one, two and three attended school on Monday, Wednesday and Fridays while senior
classes, form fours, lower six and upper six attended lessons on Tuesday and Thursday and vice-
versa. According to one participant, a music teacher at a selected school, in order to prevent the
spread of Covid-19 among learners and teachers classes were structured into two sessions. Junior
classes attended lessons in the morning session thus from 07:30-11:30 while seniors attend
lessons in the afternoon session from 12:00-16:00 and vice-versa. Checking in, sanitizing and
temperature capture disputed the first lessons of the day during the Covid-19 period in Beit-
bridge central.

In addition, too many subjects are competing for space in the Master Timetables. Two
contributors who seemed to be teaching Music have been vehemently vocal in denunciating the
limiting effects of the faculty timetable. They argued that on the grounds that they were dealing
with the sensible subject, they had been the usage of the few thirty-five minutes to concentrate
on syllabus coverage and coaching beginners for proper music performances. According to their
responses, stiff competition for space in the school timetable negatively affect the teacher’s zeal
supply music teaching in accordance with the stipulations of the new curriculum especially
during global pandemic times.

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Other traumatic responses from respondents indicated that teachers are no longer totally
involving themselves in the implementation of the music syllabi at secondary school level during
the Covid-19 period. The contributors made the factor that on account that the curriculum is too
demanding in terms of the usage of the learner centered strategy of teaching. To similarly
specific challenge over lack of learner's interest, a respondent who participated in the course of
the study rhetorically questioned, “How do they count on me to teach anybody who is no longer
interested in the learning of music as a curriculum subject and make them pass?” Such an
emotional response speaks volumes about how these teachers have been bitter about learners'
lack of interest in gaining knowledge of music as a subject at secondary school level during the
Covid-19 period.

Lack of awareness and negative attitudes on the learners’ part is frustrating teacher’s full
implementation of music as a curriculum subject during the Covid-19 pandemic. They indicated
that inexperienced persons have developed negative attitudes towards musical instruments such
as the mbira instrument. Pupils from Christian backgrounds view the mbira musical instrument
as associated with evil spirits. Teaching music as a curriculum subject during the global
pandemics is an uphill task as learners fail to cooperate with their teachers, one of the
respondents further explained. Participants raised concerns over shortages of musical
instruments, yet the curriculum is so emphatic on the need to have adequate sources for high
quality instructing and learning at secondary school level.

Lack of teacher motivation from each the school and the government negatively affect the
teaching and learning of music as a curriculum subject at secondary school level during the
Covid-19 period. Teacher’s wages are not enough to sustain their families and as a result they
dedicate their free time for their casual income-generating projects. This robes them of enough
time to meticulously graph for classes and attend to learners’ work with diligence. Therefore,
music teachers have lost the working spirit to enforce effective teaching and learning of music as
a curriculum subject at secondary school level during the Covid-19 period.

The global pandemic negatively affected the teaching and learning of music as a curriculum
subject at secondary school level in Beit-bridge central. The outbreak of the corona virus in 2019
marked a sharp and sudden decrease in the teaching and learning of music as schools were forced
to close in fear of mass spread of this deadly virus amongst teachers and learners. Covid-19 led

17
to the shift from the traditional method to digital learning. This move was unfavorable to some of
the learners and teachers due to lack of access to digital gadgets and the internet.

What are your recommendations for the challenges you are facing in teaching music as a
curriculum subject during the Covid-19 pandemic.

The respondents put forward the suggestion that the authorities need to pay them better wages to
revive their dwindling working spirit. One respondent opined that the school ought to also be a
part of arms with the government to inspire teachers by way of developing conducive working
conditions so that they commit themselves to curriculum implementation. Teachers indicated the
need to intensify efforts in in-servicing and workshopping teachers on the teaching and learning
of music as a curriculum subject to enhance their perception as well as how must it be
implemented at secondary school level. Music teachers additionally suggested that there’s need
to interact with various stakeholders for assistance in convincing inexperienced persons on the
significance of teaching and learning music as a curriculum subject at secondary school level
during the Covid-19 period.

Which workforce development programs are organized for music educators?

Secondary schools in Beit-bridge central incorporate staff development through conducting

workshops or in-service training of their Music teachers. Staff development is a continuity of
education for teachers to keep them up to date and expanding the professional knowledge and
skills throughout their career (Reinhartz 1989). Staff development in school has salient features
which include continuity, coping with change, improving competence and effectiveness, cross
pollination of ideas as teachers exchange views, experiences, feelings pertaining to their teaching
experiences and practice.

Clinical supervision is another workforce development program common in secondary schools in

Beit-bridge central. Clinical supervision is whereby less experienced personnel get assistance
from an expert (Harris 1980). Music teachers also conduct independent studies. This is when a
teacher carry out studies or researchers or take other courses to upgrade self. Resource persons
or subject specialists also came to secondary schools during the Covid-19 period and developed
music teachers by giving detailed and comprehensive explanation towards different topics.
Music teachers had influence for staff development in the teaching and learning of music as a

18
curriculum subject at secondary school level and this is achieved through peer supervision. The
music teacher has to cope with changes within the subject matter and instructional media used in
music.

4.3.2 Findings from interviews with learners

Which teaching methods does your teacher employ when teaching music as a curriculum
subject?

The respondents revealed that music teachers are using learner centered method in teaching
music as a subject. Learners are supposed to participate and contribute during the course of their
learning as a way of avoiding them developing a negative attitude towards the teaching and
learning of music. Learner-centered method of teaching was an improvement to teaching and
learning Music at secondary school level. Due to various reasons music teachers tend to use
lecture method, presentations as well as group discussion to facilitate effective teaching and
learning of music as a curriculum subject at a selected secondary school in Beit-bridge central
during the global pandemic era.

Which teaching aids does your teacher bring in a music classroom setup?

Learner’s responses shows that projected teaching aids seem to be scarce. Out of the three
selected schools in Beit-bridge central which offer Music as a curriculum subject, only one had
projected teaching aids. These include a projector, computers and videos. Two of them use non
projected teaching aids to facilitate effective teaching and learning of music as a subject.
Learners reviled that music teachers used text books, flip charts, posters, maps and pictures to
facilitate effective teaching and learning of music at secondary schools in Beit-bridge central
during the Covid-19 period. “Our music teacher sometimes does not bring teaching aids in
class”. This response indicate that music teachers sometimes depend on chalkboard illustration.

Which useful resources are available for effective teaching and learning of music as a
subject at your school?

Music Syllabi were available in all the selected schools offering Music in Beit-bridge central.
Only one of the schools offering Music had Music Teacher’s Guide in Theory whereas two did
not have. Teacher’s guides in Practical were not available in all the schools. Learners who

19
participated were of the view that there is shortage of academic resources, infrastructure and
furniture. Two of the schools had few pupils’ text books while one did not have any at all.
Learners pointed out that shortage of learning materials forced them to buy their non-public
contraptions. The majority of the participants complained that due to few textbooks, they cease
up sharing one textbook per two to three learners. Some added that such scenarios disadvantaged
them especially when doing music exercises because they would have to share with anybody
who is either a faster or slower reader than them. Participants expressed their challenge about
how difficult it was to share textbooks while they have been additionally predicted to keep social
distance to curb the spread of the Covid-19 pandemic.

Pupil’s responses showed that the availability of musical instruments is a challenge in Beit-
bridge Secondary Schools. One of the three schools had neither Western nor African musical
instruments. One school had one Western musical instrument and another one had two African
musical instruments. The majority of the participants alluded to the reality that poor physical
learning environment often result in overcrowded classrooms. The classrooms allocated for
music lessons are not ideal because they are too small. The growing situation is negatively
affecting the efficient study of the music as a subject in secondary schools.

In your own view, what can you say concerning the skills and knowledge of music teachers
at your school?

Two of the respondents made comments saying the professional qualifications possessed by the
music teachers implied they could highly understand the factors negatively affecting the teaching
and learning of music during the Covid-19 period. Various concepts of the new curriculum are
still a challenge to some teachers of music. One learner noted that, “our school lack specialized
music teachers, most of them are general music teachers they don’t know some of the concept
needed”. The curriculum emphasize more on the need to embrace computer technology in
teaching and learning of practical subjects including music. Pupils attributed that some of music
educators are struggling to make use of the Computer Assisted Methods due to lack of the
prerequisite ICT skills. Participants cited rhythm variation as a challenging area for some of the
music teachers in Beit-bridge central due to the fact that teachers did not receive enough training
on the matter.

20
How effective did music teachers teach at your school during the course of the Covid-19
pandemic?

Although music teachers were willing to fully implement the music syllabi during the Covid-19
period their environment in which they were operating was far from being supportive to such
efforts. In one selected school in Beit-bridge central due to incapacitation, some of the members
of the Progressive Teachers Union of Zimbabwe attended school two or three days per week
hence two or three lessons were conducted in a week. Members of Zimbabwe Teachers
Association at times tend to attend school one or two days per week depending on their choices.
Indications from two respondent’s shows that at times teachers tend to ignore lessons and sit in
the staffroom discussing other non-academic issues. Student teachers bared the workload in most
secondary schools in Beit-bridge central during the Covid-19 period.

To what extent do music teachers get supervision from the local and external supervision
during the Covid-19 period?

The majority of learners’ responses shows that music teachers were receiving minimal
supervision or none at all selected secondary schools in Beit-bridge central. Two music teachers
received no supervision during the Covid-19 period. Only one teacher was supervised twice
during the global pandemic era. The supervision included lesson observation and professional
books inspection. The responses appear to suggest that supervision of music lessons has not been
taken seriously in most of the secondary schools in Beit-bridge central. Supervision facilitate the
growth of a teacher, promotes communication, staff development, educational quality, and
ensures teacher motivation and morale. This is done by giving the teacher feedback on his/her
performance. Glatthorn (1984) notes that supervision as a process facilitates the professional
growth of a teacher, as it primarily gives the teacher feedback about classroom interactions and
help the teacher make use of that feedback in order to make teaching more effective.

4.3.3 Findings from document analysis

Documentary guide

Items to be observed Comments

21
 Music departmental file Available though not up to date

Record books Schemes noted , register marked daily, learners were

given exercises, some books were not covered,
labelled and torn

Stored data in electronic Computers were available

gadgets

Textbooks Few pupil’s textbooks

Musical instruments One Western and two African musical instruments

Music departmental file

Neat music departmental files were noted in selected secondary schools offering music as a
curriculum subject at secondary school level in Beit-bridge central. Due to minimum
supervision during the Covid-19 period these music departmental files were not up-to-date.

Record books

The researcher analyzed the schemes of music teachers. The focus was to analyze the topics,
objectives, content, media, source of information and activities. The researcher noted that
teachers’ schemes of work had non projected media and little projected media. The researcher
also analyzed class registers to find out the daily attendance for music lessons per week by
learners. Absenteeism during the Covid-19 period had regular pattern hence learners have
negative attitudes towards music as a subject. The researcher checked learner’s exercise books
and observed that learners were given work and marked.

Stored data in electronic gadgets

Learners and teachers have access to computers in one of the selected schools in Beit-bridge
central. Music teachers use projected media sometimes to enhance instruction. The researcher
discovered educational documents, notes, slides and video tapes showing types of dances or
cultural practices stored in computers.

22
Pupil’s textbooks available

Only a few music textbooks are available that did not suit the number of learners available. Two
of the selected secondary schools in Beit-bridge central had few pupils’ text books while one did
not have any at all. The researcher noted that it is difficult for learners to share textbooks while
they have to keep social distancing to curb the spread of the Covid-19 pandemic.

Musical instruments

A few musical instruments were noted in secondary schools. The availability of musical
instruments is a challenge in Beit-bridge Secondary Schools. One of the three schools had
neither Western nor African musical instruments. One school had one Western musical
instrument and another one had two African musical instruments. These include ngoma, mbira
and an acoustic guitar. Musical instruments were mostly used during the third term activities
when learners do dances for competitions but due to Covid-19 no activities were conducted.

4.4 Discussion of Findings

This study has established that effective teaching and learning of music as a curriculum subject is
not fully implemented at secondary school level in Beit-bridge central during the Covid-19
period. The outbreak of the corona virus in 2019 marked a sharp and sudden decrease in the
teaching and learning of music. Both teachers and learners lamented that the Covid-19 pandemic
negatively affected the teaching and learning of music as countries worldwide implemented
unusual measures in various sectors of society to contain the pandemic. The global pandemic
affected the education sector and caused the largest disruption of the education systems in
history. Schools switched from physically attending school to digital learning creating
unfavorable learning environment especially to those without access to digital gadgets and the
internet.

From the findings of this study, it was established that lack of teacher motivation from the school
and the government is one of the factors affecting efficient teaching and learning of music as a
subject at secondary schools in Beit-bridge central during the global pandemic era. Due to
inflation teacher’s salary is not enough to sustain their families and as a result, they dedicate their
free time for their casual income-generating projects all of which robes them of enough time to

23
meticulously graph for classes and attend to learners’ work with diligence. Therefore, music
teachers have lost the working spirit to enforce effective teaching and learning of music as a
curriculum subject at secondary school level in Beit-bridge central during the Covid-19 period.
Authorities need to pay them better wages to revive teacher’s dwindling working spirit.

Lack of awareness and negative attitudes on the learners’ part are some of the annoying troubles
frustrating teachers ‘full implementation of music as a curriculum subject at secondary school
level in Beit-bridge central during the Covid-19 pandemic. Inexperienced persons have
developed negative attitudes towards musical instruments such as the mbira instrument due to its
ordinary and cultural relevance. Pupils from Christian backgrounds view the mbira musical
instrument as associated with evil spirits. This is so traumatic due to the fact that in accordance
to Sibomana (2015), stakeholders ought to keep effective attitudes toward a curriculum factor
and be notably inspired to give special varieties of assist so as create a conducive surroundings
for its clean operationalization. Teaching music as a curriculum subject during the global
pandemic is an uphill task as learners fail to cooperate with their teachers.

Steep shortage of resources and infrastructure negatively affect the teaching and learning of
music as a curriculum subject at a selected secondary school in Beit-bridge central during the
Covid-19 period. It is a truth that for any curriculum to be seamlessly implemented human,
material and financial sources need to be quite simply availed to the implementers (Pisirai et al,
2020). Successful implementation of the music syllabi is radically hampered by the scarcity of
resources such as fabulous Music textbooks. These findings verify Gasva, Mutanana and
Goronga’s (2019) submissions that when teaching and learning resources are now not provided,
subject teaching can't be effective. Such shortages are in general emanating from the incapacity
of the school finances to accommodate the needs of the Music subject.

All the responses showed that music teachers have been worried over the restrained time which
is being allotted for music as a curriculum subject on the school timetable. Time is an abstract
resource that also affects the teaching and learning of music in secondary schools. According to
the Ordinary level music syllabus a class of music should have at least eight (35-40 minutes)
lessons per week. Four of the lessons should be theory and the remaining four should be
practical. Therefore, it is difficult to attain a sense of achievement and progress in the teaching

24
and learning of music as a curriculum subject at a selected secondary school during the Covid-19
period.

This study also found that shortage of time affect both teachers and learners during the Covid-19
period. These findings indicate that due to shortage of time in schools, teachers defy the concern
stipulations and the practicality of the problem and rent teacher-centered and exam-oriented
processes to enhance the ignore rate rather than focusing on know-how and talent attainment. In
the findings of the contemporary study, it has to be pinpointed that for any difficulty to be
correctly operationalized, time is a key aid which is wished for lesson planning, designing of
teaching aids and attending to learners’ needs. Therefore, the problem of time scarcity is
certainly a thorn in the flesh which is retarding the positive teaching and learning of music as a
curriculum subject in secondary schools in Beit-bridge during the corona virus era.

In light of the above challenges, teachers’ and learners’ worries need to be addressed because as
the study has shown. Those challenges are influencing their appreciation and attitudes towards
the teaching and learning of music as a subject. The findings showed that teachers need to be in-
serviced on the practicality and technical factors of musical instruments. Teacher’s
remunerations must be extended so that they are stimulated to work. Therefore, teachers have to
be given a living wage in order boosted their morale as well as their working spirit.

there is need to interact with the government, community and other stakeholders to mobilize
guide in form of sources such as musical instruments, Music textbooks, computers, infrastructure
and monetary aid. This interaction minimize the challenges being confronted in teaching and
learning of music at secondary school level. The study showed that recommendations have been
made to enhance on time allocation on the timetable as a way of broadening up the exercise
duration of music lessons. Therefore, this study concluded that there are adjustments which need
to be put in place in order to pave way for the smooth implementation of music as a curriculum
subject at a selected secondary school in Beit-bridge central during the Covid-19 era.

4.5 Chapter Summary

The foregoing chapter has and analyzed the findings of this study on factors affecting teaching
and learning of music as a curriculum subject at selected secondary schools in Beit-bridge central
during the Covid-19 period. The chapter qualitatively presented the findings by way of thickly

25
describing them according to the contraptions used in the series process. Thereafter, the chapter
went on to supply a distinct dialogue on the presented findings so as to interpret them and answer
the research questions which have been posed in chapter one. In the subsequent chapter
therefore, the researcher will summarize the whole research project and draw conclusions from
the findings on which recommendations would be made on the moves be taken to tackle the
indicated issues and what further researches need to look at.

26
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

The previous chapter presented, analyzed and interpreted the findings of the study on factors
affecting teaching and learning of music as a curriculum subject at selected secondary schools in
Beit-bridge central during the Covid-19 period. The current chapter therefore summarized the
complete study, chapter through chapter and drew conclusions based totally on what was once
installed from the findings in the preceding chapter. Lastly, in this chapter, the researcher
additionally made tips on adjustments and solutions which ought to be adopted to set off the
challenges identified and pave way for the smooth implementation of music as a curriculum
subject at secondary school level in Beit-bridge central during the Covid-19 period.

5.2 Summary of chapters

This study explored factors affecting teaching and learning of music as a curriculum subject at
selected secondary schools in Beit-bridge central during the Covid-19 period. In Chapter One,
the researcher brought the whole study through simply stating the fundamental focus of the
investigation as nicely as giving the background to this study in which the motives and
motivation of this study were temporarily pinpointed. The same chapter also cited the hassle to
whose solution this study sought to make a contribution. The chapter went on to outline the
research questions which this study aimed to answer. This study was once delimited on exclusive
components and the obstacles encountered at some stage in the research process were
additionally explained with a clear assertion of how the researcher circumvented them.

In Chapter Two, a comprehensive overview and evaluation of associated literature on factors

affecting teaching and learning of music as a curriculum subject at selected secondary schools in
Beit-bridge central during the Covid-19 period. This was done in order to clarify unique concepts
on the subject beneath study as nicely as to admire what different researchers in unique nations
have accomplished on the equal issue and at the same time identifying research gaps in those
researches which justified the need to undertake this study at St Mary’s High School in Beit-
bridge central.

27
Chapter Three moved on to talk about the research methodology that was employed in this study.
The chapter discussed the qualitative approach, case study research design and justified why the
researcher adopted them in this specific study. The chapter also described and justified the study
populace that was focused by this study. The purposive and easy random sampling strategies
were used to draw these samples and their preferences. The researcher went on to mention and
justify a questionnaire, interviews and document analysis. Data series techniques were used to
solicit data on factors affecting teaching and learning of music as a curriculum subject at selected
secondary schools in Beit-bridge central during the Covid-19 period. The processes taken to
ensure the validity and trustworthiness of the findings of this study were additionally explained
and observed via a short dialogue on the moral concerns that guided this study with recognize to
the safety of participants’ right.

In Chapter Four, the researcher went on to present, analyze and discuss the findings from the
teachers’ questionnaire, interviews and document analysis on factors affecting teaching and
learning of music as a curriculum subject at selected secondary schools in Beit-bridge central
during the Covid-19 period. In that chapter, findings were qualitatively analyzed and presented
through narratively describing the responses from special participants. Findings had been
consequently presented in accordance to the instrument used and the specific questions asked in
every case. The identical chapter discussed the findings. The discussion interpreted the findings
to answer the lookup questions of this study and compare them to previous researches and
literature. The findings showed that there was once a plethora of factors affecting teaching and
learning of music as a curriculum subject at St Mary’s High School in Beit-bridge central

Chapter Five wrapped up the entire study via way of summarizing all the chapters and drawing
conclusions from the findings of this study on factors affecting teaching and learning of music as
a curriculum subject at selected secondary schools in Beit-bridge central during the Covid-19
period. Basing on those conclusions, the chapter then made recommendations on measures and
adjustments which have to be adopted.

5.3 Conclusion

This study concluded that teachers and learners at the faculty underneath study have been dealing
with a lot of factors affecting teaching and learning of music as a curriculum subject at selected

28
secondary schools in Beit-bridge central during the Covid-19 period. These include Covid-19,
shortage of financial and educational resources, the country’s economic down turn, shortage of
music educators, scary time, class sizes, poor funding and religious differences among. The
study also confirmed that Music educators lacked motivation from both the government and the
school. Lack of motivation negatively affect teaching and learning of music as a curriculum
subject at secondary schools during the Covid-19 period. The study concluded that the successful
implementation of music as a curriculum subject at secondary schools is hindered by lack of
learner’s cooperation. There is need to address these challenges by means of giving teachers and
learners adequate resources and moral support. Relevant stakeholders have to interact and
mobilize sources and help in infrastructure improvement to mitigate the noted shortages.
Teachers of music need more training on the subject matter as well as a living remuneration to
boost their working spirit and commitment in order to successful implement music as a
curriculum subject at secondary schools.

5.4 Recommendations

The researcher made the following recommendations to enable the successful implementation of
music as a curriculum subject at secondary schools:

 Parents and novices need to be educated on the cultural relevance of music and African
musical instrument in Zimbabwean societal discourses particularly on how it can be
commercialized for private life benefits.

 The authorities have to set in region policies that will warranty the popularity of training
of musical instruments through capacitating teacher training centers such as teacher's
colleges and universities in order to produce able sufficient music teachers. Teacher
education establishments to equip Music teachers with the essential skills.

 The government, collectively with other applicable stakeholders ought to be a part of

palms in supporting the college with essential instructional resources such as musical
instruments, up to date Music textbooks and infrastructure so as to decrease the
consequences of incessant shortages.

29
 The authorities have to set up greater Music educators in order to relieve the serving
instructors of the unreasonable workloads.

 There is also need to initiate workshops to in-service music teachers.

 The faculty must additionally intensify having personnel development packages to

preserve teachers updated on the demands of the Music situation.

 The faculty must additionally allocate extra time on the school timetable for Music extra
practice time and for research functions as per the necessities of the New Curriculum.

 Efforts must additionally be made to positively overview teachers’ remunerations and

working conditions so that they grow to be prompted to work.

 Facing the country’s economic downturn, efforts should be made to engage stakeholders
to aid novices from poor backgrounds with getting to know assets so as to cushion them
from the prevailing shortages.

30
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 Appendices

APPENDIX 1

RESEARCH INSTRUMENTS

GREAT ZIMBABWE UNIVERSITY

FACULTY OF EDUCATION

DEPARTMENT OF TEACHER DEVELOPMENT

QUESTIPONNAIRE FOR MUSIC TEACHERS

I am a student at Great Zimbabwe University doing Bachelor of Education Honours Degree in

Music and Religious studies. I am carrying out a research on factors that affect the teaching and
learning of music as a curriculum subject at secondary school level during the Covid-19 period.
The information that I am gathering is purely for academic purposes and will be treated with
confidentiality. I therefore kindly ask you to answer the following questions honestly.

SECTION A: Personal details

Gender: Male Female

Professional qualification: Diploma in Education

Bachelor’s Degree in Education

Master’s Degree in Education

Others (specify) ______________________

Teaching experience: 5 years or less

6 years to 10 years

Are you currently teaching music as a curriculum subject?

34
SECTION B: Questions

1. Which ICT gadgets are you using as a music teachers to facilitate the teaching and
learning of music as a curriculum subject at your school
............................................................................................................................................................
............................................................................................................................................................
...........................................................................................................................................................

2. Identify the challenges faced in the teaching and learning of music as a curriculum subject at
secondary school level during the Covid-19 period

............................................................................................................................................................
............................................................................................................................................................
...........................................................................................................................................................

3. What are the impacts of these possible factors on the novices overall performance in music as
a curriculum subject at secondary school level

............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
.

4. What are your recommendations for the challenges you are facing in teaching music as a
curriculum subject during the Covid-19 period

............................................................................................................................................................
............................................................................................................................................................
...........................................................................................................................................................

5. Which workforce development programs were organized for music educators during the
global pandemic era?

............................................................................................................................................................
............................................................................................................................................................
...........................................................................................................................................................

35
 THANK YOU FOR YOUR COOPERATION

APPENDIX 2

INTERVIEW GUIDE FOR LEARNERS

1. Which teaching methods does your teacher employ when teaching music as a curriculum
subject?

2. Which teaching aids does your teacher bring in a music classroom setup?

3. Which useful resources are available for effective teaching and learning of music as a subject
at your school?

4. In your own view, what can you say concerning the skills and knowledge of music teachers at
your school?

5. How effective did music teachers teach at your school during the course of the Covid-19
pandemic?

6. To what extent do music teachers get supervision from the local and external supervision
during the Covid-19 period?

36
 APPENDIX 3

DOCUMENT ANALYSIS

Documentary guide

Items to be observed Comments

Music departmental file

Record books

Stored data in electronic gadgets

Textbooks

Musical instruments

37