International Journal of Innovative Research and Development

Abstract

Learning to research at an earlier age is beneficial to students when they get to higher education, a level profoundly associated with research. This quantitative study investigated the views of teacher on students’ research at secondary school level in Zimbabwe. Questionnaires were distributed to a purposive sample of 127 secondary school teachers (Solusi University Bachelor of Education students) who came for December, 2014 Block Release from all the 10 provinces of Zimbabwe. Data was analyzed by SPSS. Finding revealed there was a high administrative support for students to do research which is shown by a mean 3.6638 and standard deviation 0.96352; also a high teacher motivation and teacher preparedness mean, 4.1345 and 3.9990 respectively. An r value of .678 showed a strong positive relationship between teacher preparedness and student motivation. There was a positive beta value of 0.398 on administrative support and 0.394 on teacher preparedness though an ANOVA of p = 0.012 <0.05 showed a significant difference in responses on teacher preparedness. An independent t-test shows a difference on day schools and boarding schools on resources and student motivation with p = 0.00 < 0.05 and 0.001 < 0.05 respectively. 

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