Improving the Learning of Manufacturing Processes in Design & Technology at the IGCSE Level: A Case of Private High Schools in Marondera, Zimbabwe

The study is on enhancing the learning of manufacturing processes in Design and Technology (D&T) at the International General Certificate of Secondary Education (IGCSE) Level in selected private high schools in Marondera, Zimbabwe. This study is hinged on the theoretical framework of design and technology in high school classrooms rooted in constructivism. The study made use of both primary and secondary data. As such, a qualitative approach was adopted for the study and employed a sample size of 27 participants; 7 randomly sampled learners from the three private schools taking IGCSE D&T and six D&T teachers; two from each school for the IGCSE level. Interviews, observations, portfolio and artefact analysis were adopted to aid the acquiring of responses. Thematic coding was conducted in data analysis. The study highlighted the potential impact of social and collaborative aspects on extended production times. It surfaced that learners who engage in collaborative activities or receive peer support and feedback may be better equipped to overcome challenges and complete their projects more efficiently and timeously. The findings of this study emphasise the multifaceted nature of the factors that contribute to learners taking an extended amount of time to complete the production of products. The primary factors are classified into three categories: individual, instructional, and environmental. It surfaced that the exploitation of the pragmatic and constructive methodologies which provide hands-on, project-based learning experiences, design and technology classrooms empower learners to actively construct knowledge and develop essential skills in the learning of manufacturing processes. In this context, D&T classrooms serve as spaces that encourage learners to engage in hands-on, project-based learning, where they can explore their creativity and problem-solving abilities. The study recommends examining the role of technology-assisted learning, exploring the influence of teacher training and professional development, and analysing the impact of curriculum design and assessment strategies.