The impact of factors on the learning profile of orphaned children in particular in Harare, Zimbabwe

Abstract

Background: The impact assessment of HIV/AIDS on the Education Sector in Zimbabwe (2001-2002) revealed that out of 1009 interviewed students within the range of 15-19 years, 286 (28%) were orphans, 100 (9.9%) had lost their mothers whilst 186 (18.4%) had lost their fathers. The same report stated that the assessment was not able to quantify in any rigorous way the impact that orphanhood had on educational outcomes. Materials and Methods: The Evaluation-Process and Outcome design was used, with a random selection of a sample of 516 secondary school students and 18 teachers in the Harare Metropolitan. Maslow’s hierarchy of needs, was the theoretical framework. The study was approved by respective ethical review boards. All participants gave written informed consent. The SPSS statistical software was used for analysis. Results: Students who lost one parent more than four years prior to the study performed better. In the peri- urban area, those orphaned for one year or less performed with a significant difference (p< .023). Accompanying the compromised performance was lack of books, which was significantly different (p< .033). Orphans without mothers lacked financial resources, and there was a significant difference in their performance, according to average coursework marks (p