Exploring challenges of Continuous Assessment Learning Activities (CALA): the case of a selected primary school in Bindura Urban in Zimbabwe

Abstract

The study examined the nature and extent of challenges faced during the implementation of Continuous Assessment Learning Activities (CALA), particularly focusing on one primary school in Bindura urban in Zimbabwe. The researchers employed the Centre-periphery model of curriculum change as the bedrock of the study. A qualitative research approach was adopted, which utilised the case study conducted at one selected primary school. The purposive and stratified sampling procedures were used, and yielded a sample of forty learners, four facilitators and four administrators. In-depth interviews and focus group discussions were employed as the data collection instruments. The results of the study revealed that learners and facilitators encountered challenges such as lack of materials, lack of training, large workloads, high teacher-to-pupil ratio, lack of knowledge and skills, lack of parental support, and too many tasks given. The results also revealed that stakeholders provided materials, and organised staff development workshops. These findings led to a conclusion that availability of resources, CALA awareness training programs, supervision of both learners and facilitators, involvement of all stakeholders, especially facilitators and parents in curriculum change could enhance the effectiveness of CALA implementation