In this paper we report on the findings of a study on Advanced Level Chemistry students’ approaches to investigations from a learning perspective in the Zimbabwean educational context. Students’ approaches to investigations are inextricably linked to the quality of learning and performances in these practical activities. An explanatory mixed-methods design was adopted. Quantitative data were collected by administering a survey questionnaire to 50 students from two schools. Qualitative data were collected by means of four classroom observations and eight focus group discussions involving 32 of the 50 students. The quantitative data were subjected to descriptive statistical analysis while the textual qualitative data were subjected to thematic content analysis. Marton’s approaches to learning theory was used to make sense of the findings. The students were found to be predominantly strategic in their approach to investigations. Their approaches were influenced by contextual factors such as instructional strategies and prior Chemistry practical experiences, but success in examinations dominated. The findings of this study provide useful insights to curriculum designers on the enactment of the Chemistry practical component with respect to investigations. A shift from the traditional high-stakes final examination to a school-based continuous assessment of investigations might be a viable move towards a deep approach to investigations and greater emphasis on developing process skills.

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