Factors Affecting Students’ Academic Achievement in Zimbabwe's Rural Secondary Schools: A Case Study of Marimasimbe Secondary School in Jiri Community
Dynamic Research Journals' Journal of Economics and Finance (DRJ-JEF), Volume 2, Issue 3, pp 01-15.
15 Pages Posted: 4 Apr 2017
Date Written: April 3, 2017
The study examined the factors that affect students’ academic achievement in Zimbabwe’s rural Secondary Schools with Marimasimbe Secondary School (Gokwe South – Midlands Province) taken as a case study. The research adopted a case study methodology and the population sample was drawn from teachers, Form 3 and Form 4 students and parents in the native area. The study used maximum variation sampling for sample selection. Data was gathered through participant-observations, questionnaires, focus group interviews and documents review. The data was analyzed through graphs and simple numbers. The results show that the type of school leadership by the head, career guidance, teacher-pupil ratio, qualified and dedicated teachers as well as discipline and order are the major internal factors affecting students’ academic achievement. The identified external factors are family socioeconomic status, school-community relations, distance or proximity to the school and witchcraft practices. Other findings are that boys perform better than girls at ordinary level. The researcher recommends creation of conducive school environment by school heads, taking career guidance more seriously, employment of adequate qualified teachers who are dedicated to their work, maintaining discipline and order by both parents and teachers among others.
Keywords: Academic Achievement, Academic Performance, Career Guidance, Education, External Factors, Internal Factors, Rural Secondary Schools, Students, Teachers, Witchcraft, Zimbabwe
JEL Classification: C83, E24, H52, I21, I24, I25, I26, I31, J24
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