PERCEPTIONS OF TEACHERS IN IMPLEMENTING SIMULATON GAMES IN THE TEACHING AND LEARNING OF GEOGRAPHY AT ZIMBABWE JUNIOR CERTIFICATE LEVEL: A CASE OF WEDZA RURAL DISTRICT SECONDARY SCHOOLS

ABSTRACT

This study examined the perceptions of teachers in implementing simulation games in

teaching and learning of Geography at Zimbabwe Junior Certificate Level in Wedza

District secondary schools. The problem was that teachers were not using simulation

games in teaching and learning of Geography at ZJC. The study, therefore, investigated

the perceptions of teachers and challenges faced by teachers in implementing simulation

games. The study also looked at possible ways to improve the use of simulation games. A

critical literature review was done which revealed that teachers have positive perceptions

of simulation games. The literature also revealed that teachers are facing challenges such

as lack of teacher training and professional development on the use of simulation games

to equip them with skills necessary for successful implementation. The study employed

the descriptive research design. The population comprised 10 secondary schools. A

sample of three schools was randomly selected which consisted of one Mission Boarding

School, one Government High School and one Community Secondary School. Purposive

sampling technique was used to select five ZJC Geography teachers, 3 heads of

Geography department and 3 heads of schools to serve as informants. Students were

selected using stratified random sampling technique. Self structured likert scale

questionnaires of teachers and students and interviews of heads of schools, heads of

Geography department and ZJC Geography teachers were employed for the purpose of

collecting data. The content analysis method was used for data analysis. The results

showed that teachers had positive perceptions of simulation games. However they are

facing challenges such as lack of adequate simulation games technologies and lack of

funds to purchase these technologies in order to successfully implement simulation

games in teaching and learning. The study recommended that students be exposed to

learning with simulation games as they have positive impacts on students’ learning. Other

recommendations were that availability of simulation games technologies and access to

these technologies be improved in order for teachers to successfully implement

simulation games in teaching and learning.