Effective Teaching Strategies in the Context of Social Distancing During the COVID-19 Pandemic in Primary Schools: Lessons from Masvingo District, Zimbabwe

Abstract

The advent of COVID-19 was disruptive to human life particularly affecting education. Solutions were proposed to keep learners though they were met with reservations given the varying levels of education,—primary, secondary and tertiary. The measures implemented to contain the virus had a negative impact on primary school learners, as their learn relies heavily on interaction and play, which were completely restricted during this time. This article evaluates the effectiveness of teaching strategies that encouraged social distancing during the COVID-19 pandemic in primary schools in the Masvingo district of Zimbabwe. Guided by a constructivist theoretical framework, the study employed qualitative research approach situated within the interpretivism paradigm, using an instrumental case study design. Data were collected through individual interviews, focus-group discussions, and observations. The sample included 12 teachers, two school heads, 12 learners, and a schools inspector drawn, all selected from the target population through purposive sampling. The data were analysed using a qualitative thematic approach. The findings revealed that the lecture method, individualised instructions, whole-class discussions, and the use of Information Communication Technology were the preferred teaching and learning strategies for facilitating social distancing during the COVID-19 pandemic. Moreover, these strategies complemented each other, enhancing learning beyond merely maintaining social distancing. The study recommends that teacher-training curricula in colleges and universities should incorporate initiatives aimed at improving commonly used teaching and learning strategies in the context of social distancing.