Home > Social Science > Vol 1 No 1 June 2013 Abstract 6
Streaming Practices and Implications in the Education System: A Survey of Mazowe District, Zimbabwe
Monica Matavire, Vongai Mpofu, Alois Maveneka
Journal of Social Science for Policy Implications, 1(1), pp. 48-59.

Abstract
This is a cross sectional survey of the possible effects of streaming pupils according to ability on pupils’ behaviour, resource allocation and institutional relationships in Mazowe District secondary schools in Zimbabwe. Six secondary schools out of fourteen in Mazowe District of Mashonaland Central, in Zimbabwe were purposively selected for the study. Data was gathered from a random sample of 1794 pupils through questionnaires. Overally the study revealed a wide streaming intention and practice gap of which pupils of high ability mostly benefit from ability streaming while pupils of low ability are negatively affected. The negative effects include segregation of the slow learners from the fast learner, institutionally defining the future of the pupil negatively; it promotes discrimination tendencies and increases the likelihood of delinquent behavior as well as an imbalance in resource allocation. The study also revealed that streaming of pupils usually results in the hierachisation of subjects in their order of perceived difficulty and importance. The low ability classes were mostly allocated fewer subjects that are perceived to be less challenging and with low market value. In light of these findings, the study, therefore, recommends that mixed ability be practiced in place of streaming according to ability.

Full Text: PDF

Matavire, Monica., Mpofu, Vongai. & Maveneka, Alois. (2013). Streaming Practices and Implications in the Education System: A Survey of Mazowe District, Zimbabwe. Journal of Social Science for Policy Implications, 1(1), pp. 48-59.

Abadzi, H. (1984) “Ability Grouping Effects on Academic Achievement and self-esteem in a Southern school District”, The Journal of Educational research Vol. 77, No 5 May/June, pp287-292.

Borg, W. R. and Gall, M.D (1979) Educational Research Third Edition, New York, Longman.

Chisaka, B. (1996) “An investigation into the ability grouping of ‘O’level history pupils and how this relates to social stratification with special reference to Harare” University of Zimbabwe. (An unpublished thesis).

Cooper, P. (1999) Understanding and supporting children with emotional and behavioral difficulties. London, Jessica Kingsley Publishers Ltd.

Emer Smith (2007) The daily mail.24 October, London, England.

Feedback Unit (2000) ‘Ministry of Education Report’, Singapore.

Gamoran, A. and Berends, M. (1987) “Effects of Stratification in Secondary Schools: Synthesis of Survey and Ethnographic Research”, Review of Educational Research, Vol.57.No.4, winter 1987, pp 415 -435.

Gay, L.R. (1985) Educational Evaluation and Measurement, London, Bell and Howell.

Gordon. (1996) Studying the child in the school, New York. John Willy and Sons.

Griffiths, P .D. (1977) “Streaming: The pros and cons”, Teachers Forum, vol .4 pp5-6

Hallinan, M.T, (1994) “Tracking: From Theory to Practice”, Sociology of Education.Vol .67, No. 2, April, 79-84.

Harlem, W.(2000) “Setting and Streaming Review”, Scottish Journal for Educational Research Vol.2.No.3, July, pp 240-300.

Harris, G.T. (1999) “Ability Groups, Part1”, Teachers Forum, Vol.6 No.9Sept1999 p22- 23

Kelly, A. (Ed) (1990) “Mixed Ability Teaching in Secondary Schools”, Handbook of Educational Ideas and Practice, London and New York, Routledge.

Keeves, J.P. (2004) Educational Research Methodology and Measurement, United Kingdom: British library.

Makunde, A.P.(1999) “Ability classes at Mutondwe school, Mount Darwin”, Teachers Forum.Vol.14, No.6 April1999, pp 29.

Mwamwenda, T.S. (1996) Educational Psychology: An African Perspective, Durban, Butterworth.

Neubeck, K.J. (1979) Social Problems: A critical Approach. London. Scott, Foresman and company, Illinois

Nziramasanga C.T (1999) Report of the Presidential Commission of Inquiry into Education and Training, Government Printers. Harare.

Pallas, A.M. et al, (1994) “Ability group effects: Instructional, Social or Institutional,” in sociology of Education, vol67, No, 1, January.

Robson, C. (2002) Real World Research: A Source for Social Scientists and Practitioner –Researchers. 2nd Edition, Oxfords Blackwell.

Uwe Flick. (2007) Managing Quality in Qualitative Research. SAGE Publications Ltd.

Walliman, N and Buckler’s (2008) Your Dissertation in Education, London: Sage.

Watyoka, Z. (1977)”Against ability grouping in class”, RATA, Views and News. January/April 1977, p 14-15

Monica Matavire
Bindura University of Science Education
Department of social sciences
P. Bag 1020,
Bindura, Zimbabwe.

Vongai Mpofu
Bindura University of Science Education
P. Bag 1020
Bindura
Zimbabwe.

Alois Maveneka
University of Zimbabwe
Department of Curriculum and Arts
P.O. Box MP167
Mt. Pleasant
Harare.