Unpacking Roles of Learners and Educators during Continuous Assessment Learning Activity Implementation: The Context of Chikomba District, Zimbabwe

Despite previous studies on Continuous Assessment Learning Activity, (CALA) in the context of Zimbabwe, none has explicitly analyzed the roles of learners and educators during CALA implementation. Thus, literature on the expectations of teachers and learners remains elusive and scant. This study sought to unpack roles of learners and educators during CALA implementation for certification in Chikomba District, Zimbabwe. Exploratory Sequential Design of mixed methodology was exploited with purposive, random and stratified sampling methods used to select 50 learners and 50 teachers. Data were collected utilising in-depth and structured interviews, open and closed ended questionnaires and focus group discussions. Thematic and NVivo coding were used to analyse qualitative data whereas descriptive statistics such as mean, standard deviation, variance, skewness, kurtosis, frequency and percentages, correlation and multiple regression, One-Way ANOVA and Meta Matrix for quantitative data. Validity and reliability were ensured through use of two recorders, triangulation and Cronbach testing. Key findings on the roles of learners include: Problem identification, researching, evidence gathering, compilation of tasks, resources mobilisation, creativity and innovative, submission of findings and incorporation of insights from the teachers. The duties of the educators involve: Approving research tasks, supervising projects, assessing of submissions, marks compilation, record keeping, submission of marks to authorities and relaying feedback to learners. The study concluded that, CALA could have been administered better if there was clearly defined template on the roles of learners and teachers. It recommended for a manual to extensively spell out the duties and responsibilities of learners and educators during CALA implementation.