ASSESSING FACTORS CONTRIBUTING TO POOR ACADEMIC PERFORMANCE OF ORPHANED CHILDREN IN PRIMARY SCHOOLS
DOI:
https://doi.org/10.46827/ejes.v0i0.808Keywords:
academic, performance, orphanAbstract
The study sought to find out the factors affecting academic performance of orphaned children in Bindura District primary schools in Zimbabwe. The descriptive survey design was used in this study. The population was 300 teachers and 50 orphaned children. A sample of 80 teachers and 10 children randomly selected participated in this research study. Data were collected using questionnaires and interviews. The SPSS programme was used to analyse the data. The study found out that orphaned children did not perform well academically during class work. They did not do homework assigned by the teachers. The study found out that teachers did not have knowledge or skills to assist orphaned children during teaching and learning. The study recommended that teachers should be equipped with skills to manage orphaned children academically. The study recommended that foster parents need to be made aware through workshops how to assist orphaned children with class work assigned to be done at home. More research should be done on how orphaned children can be motivated to learn.
Article visualizations:
References
Best, J.W and Khan, J. V (1993) Research in Education 7th Ed Boston, Allyn and Bacon
Borg, W.R and Gal, M. D (1989) Educational Research: An Introduction, New York Longman
Cohen, L. and Manion, L. (1983) Research Methods in Education, 3rd Edition Curan Helm.
Chivore, B.R.S (1995) Education Administration Management: A Methodological Handbook for Primary School Heads in Zimbabwe.
Farrant, J.S. (1980) Principles and Practice of Education. Essex, Longman
Gearheart, CJ. (1986) The exceptional student in a regular classroom 4th Edition University of Northern Colorado.
Graig, I. (1997) Managing Primary Classrooms, Pearson Professional Ltd. London
Herald, 4th December (1994). Harare Zimbabwe
Hunter, S. (1998) Reshaping Society. HIV/AIDS and Social Change. New York, Hundson Rub Press.
Kelly, A. and Weinreich Haste, H. (1979) Science and Technology is for Girls. Women studies International Qurterly 2275-293
Leedy, P. (1985) Practical Research Planning and Design. New York Macmillan
Lindgren, H.C. (1980) Education Psychology in the Classroom. Oxford University Press
Matshalaga, N. Grandmothers and Orphan care in Zimbabwe. SAFAIDS, Harare: Zimbabwe
Mwamwenda, T.S (1996) Educational Psychology 2nd Edition. An African Perspective, Durban Butterworths.
O’detolla, D.T. and Ademolla, A (1990) Sociology, An Introductory African, Text London, Macmillan
Oppenheim, N. (1992) Questionnaire Design Interviewing and Attitude Measurement. London, Printer Publishers
SAFAIDS (1994) Planning for Education in the context of HIV/AIDS Southern Africa HIV/AIDS Action SAFAIDS HEALTHLINK WORLDWIDE
Sidhu, W. (1984) Methodology of Research in Africa, New Delhi Sterling Southern Africa Harare. A. E. I SARDC State
Tuckman, W.D.S (1994) Conducting Educational Research. New York Harlourt Brace Javanoviweta lnc
UNAIDS (2000) Psycho-social Support for Children affected, UNAIDS, Geneva.
UNESCO (1999) Inclusive Education at work students with disabilities in the mainstream schools, Inclusive Education at work students with disabilities in the mainstream schools, UNESCO
UNICEF (2000) Challenges leaders to do more with school’s fact sheet, UNESCO
Wallace, B. (1983) Teaching the very able child. London, Ward Lock Educational
Zikmund, W.G (1987) Business Research Methods, Chicago, Dryden Press
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
