Factors that Impact on Learning in Orphanhood in Zimbabwe The aim of the study was to provide scientific knowledge on the factors impacting on the learning profile of orphans as compared to those who are not orphaned, and to identify the relationships between these factors and learning outcomes. This is a quantitative study and the Evaluation-Process and Outcome design was used. Structured quantitative data collection methods, questionnaires, interviews, observation and document analysis were used in this study. Maslow’s humanistic motivation theory of learning is the theoretical framework. The population included form four students and teachers from the Harare Metropole Province in Zimbabwe. A stratified random sampling procedure was used to sample schools, and the simple random procedure was used to sample both students and teachers. The experimental design was used to allow comparisons among orphans and between orphans and non-orphans. Ethical principles including consent, confidentiality and privacy were adhered to. Measures to uphold the quality of the study were applied. In the study it was found that in the peri-urban area, students who had been orphaned for one year or less performed poorly compared to other orphans and to non-orphaned students in their average examination marks, (p<. 023). Lack of books was significantly different amongst the non-orphaned and orphans (p<. 003), mostly affecting those orphaned for one year or less. There was a significant difference in the performance of orphans whose mothers had died and those whose mothers were alive, according to their average coursework marks (p<. 001) and average examination marks (p<. 005). The performance of single orphans, double orphans and non- orphans did not differ significantly, but the post hoc analysis revealed that in most subjects double orphans performed worse than single orphans and non-orphaned students. In the HIV/AIDS/Reproductive health and life-skills teaching-learning sessions observed, the majority of teachers, 12, (66.7%) (n =18) did not agree that relevant assignments were being given and 16 (88.9%) (n =18) did not agree that reading references were available. The majority of students (55.2% n = 509) had inadequate information on HIV and AIDS prevention, and those orphaned for one year or less (62% n = 29) and those orphaned for two to three years (62.5% n = 48) had even less information on HIV and AIDS prevention than the other groups. There was a difference in what the students perceived as life skills and what the teachers reported as life skills. It is recommended that this study be replicated on a larger scale and that factors that impact on learning be studied in national school settings in order to determine orphans’ and non-orphans’ learning outcomes. / Health Studies / D. Litt. et Phil. (Health Studies)

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)